Investigating Arabic teachers’ perceptions of extensive reading practices in higher education

Abstract

This study investigated Arabic teachers’ perceptions of the practice of extensive reading (ER) in the United Arab Emirates (UAE). The study was conducted as part of an interdisciplinary research project at one of the largest higher education institutions (HEIs) in the country. The project aimed to develop and launch an Arabic online reading tracking tool to mirror its successful English forerunner, the M-Reader. The present study aimed to use teachers’ perceptions to proactively address any challenges regarding the support needed from HEIs before launching the tool. A total of 34 teachers of Arabic courses in an HEI responded to an online questionnaire, which explored the reasons for, methods and approaches used, and motivation techniques and difficulties associated with implementing ER. The results showed that the teachers were aware of the benefits associated with ER practice and its positive impact on language competency. They reported encountering difficulties, which included students’ lack of interest and time for reading and their inability to read independently. Teachers also reported challenges in motivating students to read and in assessing ER practices, particularly when ER is a standalone course rather than a part of the curriculum. Based on the results, we offer practical suggestions that can benefit ER practitioners in HEIs. We conclude by offering a set of implications for the successful implementation of ER programs.

Keywords:

• extensive reading
• teacher perceptions
• extensive reading difficulties
• extensive reading practices

Acknowledgements

This work was supported by the Higher Colleges of Technology in the United Arab Emirates under Grant (113117), and ethical approval was granted by the Research Ethics and Integrity Committee (REIC). We would like to thank the L1 Arabic teachers for responding to the questionnaire and their helpful comments. We would also like to thank Dr. Anna C.-S. Chang, Hsing-Wu University, New Taipei, Taiwan, and Dr. Willy A. Renandya, Nanyang Technological University, Singapore, for giving us permission to adapt the questionnaire used in their study titled, “Current Practice of Extensive Reading in Asia: Teachers’ Perceptions.”

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Higher College of Technology [113117]; Higher Colleges of Technology [113117].

Notes on contributors

Tania Al Aghar

Tania Al Aghar is an Assistant Professor and the Applied Research Coordinator at the Education Division of Higher Colleges of Technology. She is renowned for her experience in educational counselling, teacher training, and teacher education. In addition, she is a special needs expert and has constantly supported students with disabilities in Higher Education by devising assistive technology practices. Her main research interests are inclusive practices and fostering a versatile learning environment focused on career outcomes.