Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study

Authors

  • Fira Khasanah Ardiana Universitas Sebelas Maret, Indonesia
  • Kristian Adi Putra Prince Sattam bin Absul Aziz University, Saudi Arabia
  • Nur Arifah Drajati Universitas Sebelas Maret, Indonesia

DOI:

https://doi.org/10.33394/jollt.v12i4.12535

Keywords:

Collaborative Strategic Reading, teachers’ beliefs, teachers’ practices, teaching reading, TOEFL preparation course

Abstract

Despite the mandatory inclusion of English in higher education, the limited credit hours and students’ varying proficiency levels pose challenges to achieving English language teaching goals. CSR offers a structured approach to enhance reading comprehension through its four stages. While numerous studies have explored CSR’s effectiveness, its application in higher education remains under-researched, particularly for TOEFL preparation. This qualitative study involved three female instructors of a TOEFL preparation course in an Islamic state university which were chosen by convenience sampling. It employs in-depth interviews to examine their beliefs in teaching using CSR for non-English major students in a TOEFL preparation course. The data were analyzed thematically by using deductive coding. The findings revealed that instructors consciously believe in the benefits of CSR for TOEFL preparation. Their beliefs are largely relevant to the theory of CSR, with collaborative learning as a core value and combined with personalized learning to create a positive learning environment that supports students' reading comprehension and readiness for TOEFL preparation. The result of this can inform instructional strategies and enhance students' reading comprehension abilities for standardized testing and other assessments, particularly in higher education contexts. Future research may continue to explore the nuances of CSR implementation within a larger scope and more diverse sample to enhance generalizability, or incorporate a mixed-method approach to provide a more holistic view of CSR among educators and students.

Author Biographies

Fira Khasanah Ardiana, Universitas Sebelas Maret

Fira Khasanah Ardiana is a graduate student at the English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. She works at Language Center, UIN Raden Mas Said Surakarta, Indonesia. Her research interests include language testing, language laboratory management, and language teaching and learning.

Kristian Adi Putra, Prince Sattam bin Absul Aziz University

Kristian Adi Putra is anassistant professor at the Department of English at Prince Sattam Bin Abdulaziz University, Saudi Arabia. He taught at the University of Montana, USA and Universitas Sebelas Maret, Indonesia after he got his Ph.D. in Second Language Acquisition and Teaching from the University of Arizona, USA. His research interests include critical discourse analysis, L2 teacher education, and language planning and policy.

Nur Arifah Drajati, Universitas Sebelas Maret

Arifah Drajati is an Assistant Professor at the English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. Her research interests include Teacher Professional Development, technology and language learning, TPACK, informal digital learning of English, and multimodal literacy.

References

Alqarni, Fawaz. (2015). Collaborative Strategic Reading to enhance learners’ reading comprehension in English as a foreign language. Academic Journal of Interdisciplinary Studies, 4(1). Doi:10.5901/ajis.2015.v4n1p161

Amjadi, A. & Talebi, S.H. (2021). Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective. Language Teaching Research, 1 – 35. https://doi.org/10.1177/13621688211011501

Babapour, M., Ahangari, S. & Ahour, T. (2019). The effect of shadow reading and Collaborative Strategic Reading on EFL learners’ reading comprehension across two proficiency levels. Innovation in Language Learning and Teaching, 13(4), 318 – 330. doi 10.1080/17501229.2018.1465059

Boardman, A.G., Klingner, J.K., Buckley, P., Annamma, S., & Lasser, C.J. (2015). The efficacy of Collaborative Strategic Reading in middle school science and social studies classes. Reading & Writing, 28, 1257 – 1283. DOI 10.1007/s11145-015-9570-3

Borg, M. (2001). Key concepts in ELT: instructors’ beliefs. ELT Journal, 55(2), 186 – 188.

Borg, S. (2003). instructor cognition in language teaching: A review of research on what language instructors think, know, believe, and do. Language Teaching, 36(2), 81 – 109. https://doi.org/10.1017/S0261444803001903

Emerick, M. R. (2019). Explicit teaching and authenticity in L2 listening instruction: University language instructors' beliefs. System, 80, 107 – 119. https://doi.org/10.1016/j.system.2018.11.004

Fan, Yen-Chi. (2010). The effect of comprehension strategy instruction on EFL learners’ reading comprehension. Asian Social Science, 6(8).

Farrell, T.S.C. & Guz, M. (2019). ‘If I Wanted to Survive I Had to Use It’: The power of instructor beliefs on classroom practices. TESL-EJ, 22(4).

Gani, S.A., Yusuf, Y.Q. & Susiani, R. (2016). Progressive outcomes of Collaborative Strategic Reading to EFL learners. Kasetsart Journal of Social Sciences, 37(3), 144 – 149. http://dx.doi.org/10.1016/j.kjss.2016.08.004

Garcia-Ponce, E.E. & Tagg, C. (2020). Role of EFL instructors’ beliefs in speaking practice: The case of a Mexican university. System. 95. https://doi.org/10.1016/j.system.2020.102376.

Gilakjani, A.P. & Sabouri, N.B. (2017). instructors’ beliefs in English language teaching and learning: A review of the literature. English Language Teaching, 10(4), 78 – 86. DOI: 10.5539/elt.v10n4p78

Goldman, S.R., Braasch, J.L.G., Wiley, J., Graesser, A.C., & Brodowinska, K. (2012). Comprehending and learning from internet sources: processing patterns of better & poorer learners. Reading Research Quarterly, 47(4), 356 – 381. doi: 10.1002/RRQ.027

Grabe, W. & Yamashita, J. (2022). Reading in a second language: Moving from theory to practice. (2nd Ed.). Cambridge University Press.

Graham, S., Santos, D., & Francis-Brophy, E. (2014). instructor beliefs about listening in a foreign language. Teaching and instructor Education, 40, 44e60. https://doi.org/10.1016/j.tate.2014.01.007.

Jin, T., Liu, X., Lei, J. (2020). Developing an effective three-stage teaching method for collaborative academic reading: Evidence from Chinese first-year college students. Journal of English for Academic Purposes, 45. https://doi.org/10.1016/j.jeap.2020.100853

Karaca, M., & Uysal, H. H. (2023). An investigation into L2 writing instructor beliefs and their possible sources. Assessing Writing, 56, 100710. https://doi.org/10.1016/j.asw.2023.100710

Khampool, W. & Chumworatayee, T. (2023). Collaborative Strategic Reading (CSR) instruction and its effects on Thai EAP university learners’ reading comprehension across two proficiency levels. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 8 – 24.

Klingner, J.K., Vaughn, S., Arguelles, M.E., Hughes, M.T., & Leftwich, S.A. (2004). Collaborative Strategic Reading: “Real-world†lessons from classroom instructors. Remedial and Special Education, 25(5), 291 – 302.

Klingner, J.K., Vaughn, S., Boardman, A., & Swanson, E. (2012). Now We Get It!: Boosting Comprehension with Collaborative Strategic Reading. John Wiley & Sons.

Lie, Anita. (2007). Education policy and EFL curriculum in Indonesia: between the commitment to competence and the quest for higher test scores. TEFLIN Journal, 18(1).

Mukundan, J., Mahvelati, E. H., & Nimehchisalem, V. (2012). The Effect of an Intensive English Program on Malaysian Secondary School Students' Language Proficiency. English Language Teaching, 5(11), 1 – 7. http://dx.doi.org/10.5539/elt.v5n11p1

Nosratinia, M. & Fateh, N.H. (2017). The comparative effect of Collaborative Strategic Reading and Content-Based Instruction on EFL learners’ reading comprehension. International Journal of Applied Linguistics and English Literature, 6(6), 165 – 173. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.165

Nunan, D. (2015). Teaching English to Speakers of Other Languages: an Introduction. Routledge.

Richards, J. C., & Lockhart, C. (2007). Reflective teaching in second language classrooms. (15th Ed.). Cambridge University Press.

Shapiro, A.M. (2004). How including prior knowledge as a subject variable may change outcomes of a learning research. American Educational Research Journal, 41(1), 159 – 189.

Vaughn, S., Klingner, J. K., & Bryant, D. P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content-area learning. Remedial and Special Education, 22(2), 66 – 74. DOI: 10.1177/074193250102200201

Vaughn, S., Roberts, G., Klingner. J.K., Swanson, E.A., Boardman, A., Stillman-Spisak, S.J., Mohammed, S.S., & Leroux, A.J. (2013). Collaborative Strategic Reading: Findings from experienced implementers. Journal of Research on Educational Effectiveness, 6(2), 137 – 163. DOI: 10.1080/19345747.2012.741661

Yu, S., Xu, H., Jiang, L., & Chan, I. K. I. (2020). Understanding Macau novice secondary instructors’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing, 48, 100728.

Zheng, H. (2009). A review of research on EFL pre-service instructors’ beliefs and practices. instructor Education, 4(1), 73 – 81.

Zoghi, M., Mustapha, R. & Maasum, T.N.R.B.T.M. (2010). Collaborative Strategic Reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67 – 94. DOI: 10.1080/10790195.2010.10850336.

Downloads

Published

2024-10-17

How to Cite

Ardiana, F. K., Putra, K. A., & Drajati, N. A. (2024). Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study. Journal of Languages and Language Teaching, 12(4), 1800–1814. https://doi.org/10.33394/jollt.v12i4.12535

Issue

Vol. 12 No. 4 (2024)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.