Engaged Reading: Moving from Theory to Implication for L2 Learners

Authors

  • Sheikh Mohammad Masud Selim Universiti Sains Malaysia, Malaysia
  • A B M Shafiqul Islam Illinois State University, United States

DOI:

https://doi.org/10.33394/jollt.v10i3.5281

Keywords:

Engaged Reading, Implementation, Reading Interest, Reading Motivation, Strategy Instruction,

Abstract

There have been a good number of research studies on ‘engaged reading’ in general but not much literature is known about the ‘engaged reading’ that makes connections between theory and practice with special reference to ESL/EFL teachers. Hence, this paper aims to examine the efficacy of engaged reading and shows how it can be facilitated through mass awareness among the ESL or EFL teachers. Teachers’ adequate knowledge and perception about engaged reading can only ensure the implementation of it as a means of learning by owning the language thus creating a real attachment to it. This article uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that attitudes and strategy instruction of teachers in the classroom play a significant role in terms of increasing the learners’ motivation for reading with interest and their reading engagement for better academic achievement. The paper finally demonstrates how teachers with the best of their potential and concentration can immensely contribute to the growth of a reader to be an engaged reader.

Author Biographies

Sheikh Mohammad Masud Selim, Universiti Sains Malaysia

PhD Candidate, School of Languages, Literacies and Translation

Universiti Sains Malaysia, Penang

A B M Shafiqul Islam, Illinois State University

PhD Student, Department of English, Illinois State University

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Published

2022-07-25

How to Cite

Selim, S. M. M., & Islam, A. B. M. S. (2022). Engaged Reading: Moving from Theory to Implication for L2 Learners. Journal of Languages and Language Teaching, 10(3), 424–433. https://doi.org/10.33394/jollt.v10i3.5281

Issue

Vol. 10 No. 3 (2022)

Section

Articles

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