Rethinking EFL Teachers' Roles from Learners' Academic Reading Difficulties and Needs

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dc.contributor.author Bacha, N. N.
dc.contributor.author Shen, M. Y.
dc.contributor.author Lin, C. C.
dc.contributor.author Najafabadi, S. A. H.
dc.contributor.author Dimakos, A.
dc.contributor.author Delaney, T.
dc.contributor.author Asrori, M.
dc.date.accessioned 2016-12-06T10:36:14Z
dc.date.available 2016-12-06T10:36:14Z
dc.date.copyright 2010 en_US
dc.identifier.issn 1447-9508 en_US
dc.identifier.uri http://hdl.handle.net/10725/4884
dc.description.abstract This study investigates the EFL teachers' roles in EAP course by diagnosing the learners' academic reading difficulties and needs, based on the responses from 47 engineering majors and 59 English majors in a technology university. The analysis for each short essay question involves identifying, coding, and categorizing (Patton, 1990). Results reveal that the main problems highlighted by learners were content-matter constraints and vocabulary difficulty. Teacher facilitation is ranked as the most helpful factor that motivated the learners to learn, followed by teaching reading strategies. Accordingly, nine teachers' roles were identified as: a diagnostician, a resource material, a facilitator, a controller/tutor/information provider, a curriculum and course planner, a mediator, an organizer, an assessor, and a supporter. These findings provide empirical support for the EFL teachers' roles in helping learners to read. Pedagogical implications of the study are discussed. en_US
dc.language.iso en en_US
dc.title Rethinking EFL Teachers' Roles from Learners' Academic Reading Difficulties and Needs en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SAS en_US
dc.author.idnumber 198790030 en_US
dc.author.department English en_US
dc.description.embargo N/A en_US
dc.relation.journal International Journal of the Humanities en_US
dc.journal.volume 8 en_US
dc.journal.issue 1 en_US
dc.article.pages 135-146 en_US
dc.identifier.ctation Shen, M. Y., & Lin, C. C. (2010). Rethinking EFL Teachers' Roles from Learners' Academic Reading Difficulties and Needs. International Journal of the Humanities, 8(1). en_US
dc.author.email nbacha@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url http://web.a.ebscohost.com/abstract?site=ehost&scope=site&jrnl=14479508&AN=52445901&h=GM1w%2fH2vlpjBLH3fRl8urSOpzzrnH0xqE3HFT4zwL394ixqcPS23U8qr1L8dxn6fAsbO0%2bYw421qHI637esVvg%3d%3d&crl=c&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d14479508%26AN%3d52445901 en_US
dc.author.affiliation Lebanese American University en_US

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