The study investigates the suitability of the English reading texts at lower education level(s) (secondary school, and preparatory level) in helping to prepare students to meet the reading demands placed on them at the next education level(s) (preparatory and first year university level) which may include more academic and specialised texts. The data of the study was gathered from three sources. First, we analysed the reading texts used at three different educational levels, namely, secondary (two textbook series), preparatory, and FYU level in three disciplines - English and Translation study, Medicine, and Engineering. Second, we obtained students’ perceptions at the three educational levels through questionnaires and semi-structured interviews about the suitability of the reading texts used at their level and/or the previous level in preparing them to deal with the reading texts encountered at the current and/or the subsequent educational level. Finally, we obtained teachers’ perspectives on text suitability at the three educational levels by using semi-structured interviews. The study adopted a mixed methods approach. The data was analysed quantitatively using SPSS, and qualitatively using thematic analysis. The findings revealed marked differences between the reading texts in the two secondary level English series. Furthermore, the reading texts offered at preparatory level were less demanding than the reading texts at the preceding level. In addition, the reading texts at the pre-university levels differ greatly from the reading that the students encounter at the FYU level, especially in medicine and engineering disciplines. Furthermore both secondary and preparatory level students and teachers believed that the reading texts currently offered at each level did not adequately prepare students for their reading at the next educational level. Finally, medicine and engineering students and their teachers at FYU level concurred that the reading texts at the preparatory level are not sufficient in preparing students to read specialist university textbooks. The English and translation students and their teachers however found the reading at preparatory level was useful preparation, due to their first year reading not being in fact of academic specialist subject textbooks. Important implications for stakeholders are discussed.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:684082 |
| Date | January 2016 |
| Creators | Alenezi, Saud |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://repository.essex.ac.uk/16514/ |
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