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AN ANALYSIS OF THE EFL SECONDARY READING CURRICULUM IN MALAYSIA: APPROACHES TO READING AND PREPARATION FOR HIGHER EDUCATION

Sidek, Harison Mohd (2010) AN ANALYSIS OF THE EFL SECONDARY READING CURRICULUM IN MALAYSIA: APPROACHES TO READING AND PREPARATION FOR HIGHER EDUCATION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This case study examined the overarching approaches to second language (L2) reading instruction reflected in the Malaysian EFL secondary curriculum and how well this curriculum prepares students for tertiary reading in EFL. The Malaysian context was chosen because it highly values EFL instruction and has many similarities with other English as Foreign Language (EFL) countries, in terms of EFL reading issues at the tertiary level. The research questions for this study included: What types of reading tasks are reflected in the Malaysian EFL secondary reading curriculum? What types and length of reading passages are used in the Malaysian Form Five English language textbook? What levels of cognitive demand of the reading tasks are reflected in the Malaysian EFL secondary reading curriculum? What types of learner roles are reflected in the Malaysian EFL secondary reading curriculum? This explorative study used document reviews as the primary data collection and analysis method. The Malaysian EFL Secondary Curriculum and the EFL secondary textbook were analyzed using a revision of Richards and Rodgers's (2001) framework for analyzing EFL teaching. The findings indicate that the Malaysian EFL secondary reading curriculum frequently uses reading as an explicit skill to achieve the listed learning outcomes in the EFL Secondary Curriculum. Nonetheless, the curriculum is developed based on the cognitive information processing theory of SLA, Top-Down theory of L2 reading reflecting Non-Interactive Whole Language instruction as well as learner roles that are primarily in the form of individual tasks. The findings on passage analysis show that the EFL textbook primarily uses narrative passages with the majority of passages below grade-level length. The curriculum, however, emphasizes reading tasks that require high cognitive demand as well as important types of reading tasks.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Sidek, Harison Mohdhhm1@pitt.eduHHM1
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairGodley, Amanda Joanagodley@pitt.eduAGODLEY
Committee MemberJuffs, Alanjuffs@pitt.eduJUFFS
Committee MemberKucan, Linda Leelkucan@pitt.eduLKUCAN
Committee MemberDonato, Richarddonato@pitt.eduDONATO
Date: 9 December 2010
Date Type: Completion
Defense Date: 17 November 2010
Approval Date: 9 December 2010
Submission Date: 28 November 2010
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Curriculum; EFL; L2 reading; Secondary education
Other ID: http://etd.library.pitt.edu/ETD/available/etd-11282010-184303/, etd-11282010-184303
Date Deposited: 10 Nov 2011 20:06
Last Modified: 15 Nov 2016 13:52
URI: http://d-scholarship.pitt.edu/id/eprint/9837

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