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ERIC Number: EJ1171140
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1307-4733
Effects of CDA Instruction on EFL Analytical Reading Practices
Hazaea, Abduljalil Nasr; Alzubi, Ali Abbas
Novitas-ROYAL (Research on Youth and Language), v11 n2 p88-101 2017
Discourse-based approaches to EFL reading have shifted the students' passive role to become 'text resistant'. This paper examines the extent to which Critical Discourse Analysis (CDA) enhances analytical reading practices in English as a Foreign Language (EFL) reading context among Preparatory Year students at Najran University. The paper operationalizes CDA levels of analysis (namely, text analysis, discourse analysis, and critical discourse analysis) in an EFL reading classroom. In this quasi-experimental design, a questionnaire and a test were used to collect data from a reading class before and after the interventional program. Prior to the treatment, the class was taught reading through traditional methods, whereas in the treatment stage, the class was conducted using CDA instruction. The data collected from both the questionnaire and the test were analyzed using the paired sample t-test. The results showed statistical significance in each analytical practice: text analysis (description), discourse analysis (interpretation), and critical discourse analysis (explanation). The correlation analysis of the pre- and post-tests and questionnaires showed a statistical significance in the critical discourse analysis (0.019). Further research on the role of CDA in fostering critical intercultural awareness in an EFL reading classroom is suggested.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A