Reader Response Approach for Enhancing Literary Comprehension in an EFL Context-Reference-Cited by-同舟云学术

Reader Response Approach for Enhancing Literary Comprehension in an EFL Context

Published:2024-01-23 Issue: Volume: Page:
ISSN:1056-7879
Container-title:International Journal of Educational Reform
language:en
Short-container-title:International Journal of Educational Reform

Author:

Bist Resham Bahadur¹^ORCID,Kandel Rajan Kumar²^ORCID

Affiliation:

1. Graduate School of Humanities and Social Sciences (Central Department of English), Mid-west University, Surkhet, Nepal

2. Surkhet Multiple Campus (Department of English Education), Tribhuvan University, Surkhet, Nepal

Abstract

This article examines the impact of Reader Response Approach (RRA) on learners’ autonomy in interpreting literary texts in English as a Foreign Language (EFL) classes. The research involved graduate-level students and teachers from two public universities of Nepal, through Participatory Action Research (PAR). Data were gathered from two Focus Group Discussions (FGDs), twelve classroom observations, and two Key Informant Interviews (KIIs), involving a total of 54 participants. The analysis, based on the principles of socio-constructivism, revealed that RRA-based classes provided students with greater freedom and ample opportunities to engage in discussions on literary texts, connecting them to their personal beliefs and values by fostering their active participation.

Publisher

SAGE Publications

Link

http://journals.sagepub.com/doi/pdf/10.1177/10567879241226712

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