MAP Social Sciences (MASS) / Volume 1/Issue 1

ORIGINAL RESEARCH PAPER

The Role of Reading in English Language Classrooms

by Aldiana Laličić 1 , Vildana Dubravac 2 ORCID ID for Vildana Dubravac

1 International Burch University, Sarajevo, Bosnia and Herzegovina
2 International Burch University, Sarajevo, Bosnia and Herzegovina

ABSTRACT

Being able to read well is crucially important for language learners. Successful performance at elementary and high school level, as well as on higher levels of academic education, is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, building such a connection between a reader and the written information is complex for both English as a second language (ESL) and English as a foreign language (EFL) students, and requires the application of various reading strategies. The present study aimed to investigate EFL Bosnian learners' awareness of the use of various reading strategies. Furthermore, the study investigated students' reading habits, favorite reading materials, and the purpose of reading. It was conducted among fifty-seven ninth grade elementary school students. The findings proved that these students are aware of the importance of reading and development of reading skills, as well as of the importance of using appropriate reading strategies in order to be proficient readers and eventually to be more successful in the overall process of learning.

Keywords: reading, reading comprehension, reading strategies, reading habits, reading interests, language learning

HOW TO CITE THIS ARTICLE
Laličić A., Dubravac V. (2021). The Role of Reading in English Language Classrooms, MAP Social Sciences, 1(1), 23-36. doi: https://doi.org/10.53880/2744-2454.2021.1.1.23

MAP Social Sciences

Volume 1 / Issue 1

ISSN: 2744-2454/ © 2021 The Authors.
Published by MAP - Multidisciplinary Academic Publishing.

Article Submitted: 28 July 2021
Article Accepted: 15 August 2021
Article Published: 03 September 2021


Correspondence concerning this article should be addressed to the author(s).

DOI: https://doi.org/10.53880/2744-2454.2021.1.1.23

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