The Impact of Creative Literacy Activities on the Reading Motivation and Reading Comprehension of Young Learners: Evidence from CLIL and EFL Settings

Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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JR_EFL-7-4_001

تاریخ نمایه سازی: 14 آبان 1401

Abstract:

This study attempted to investigate the impact of creative literacy activities on the reading motivation and reading comprehension of young Iranian learners in the Content and Language Integrated Learning (CLIL) and EFL contexts. A sequential explanatory mixed-methods study was designed in which ۶۵ Iranian female young learners in two different English language settings took part. In the quantitative phase, both groups received the reading comprehension and reading motivation scale as both pre and post-tests. Likewise, the experimental groups received training in terms of creative literacy activities. In the qualitative phase, the learners from both groups were interviewed to explore their reading motivation. Findings revealed that the learners in the CLIL context outperformed their counterparts in the EFL context both in reading and reading motivation. The findings of the study also proved that learners in the CLIL context had a more positive attitude toward L۲ reading. Teachers’ reflective journals further revealed the superiority of the CLIL context over the EFL context in developing young learners’ (YLs) L۲ reading and reading motivation. The findings have implications for the L۲ teachers and curriculum designers when deciding the type of activities and the amount of L۲ exposure for young learners.

Authors

نرگس سردابی

Assistant Professor of TEFL, English Department, Ershad Damavand University, Tehran, Iran

پریسا اجاق

MA in TEFL, English Department, Ershad Damavand University, Tehran, Iran

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