Influences of Literature-to-film Adaptations in TEFL Undergraduates’ Reading Interest

Conference: The Paris Conference on Education (PCE2022)
Title: Influences of Literature-to-film Adaptations in TEFL Undergraduates’ Reading Interest
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Oral Presentation
Authors:
Valeria Riveros Fuentes, The University of York, United Kingdom

Abstract:

Part of the body of research suggests there is a close connexion between motivation, self-efficacy and reading abilities, and attainment in a first and second language (Wigfield et al., 2004; Wigfield & Eccles, 2000). This means that learners who perform negatively in reading in their first language might not only be due to the limited opportunities given to develop their reading skills but also because of their low reading self-efficacies (Bandura, 1977; Wigfield et al., 2004) and their lack of enjoyment in their reading process. Thus, it has been revealed that students who enjoy reading perform better than those who do not (Mol & Jolles, 2014). As the majority of research has focused predominantly on L1 reading, little research has been conducted to explore EFL learners’ extensive reading experiences of interest in connection with their reading identities, motivation, and reading self-efficacies. Hence, this presentation will describe and disseminate preliminary findings of a pilot study conducted in April 2021 as part of the presenter’s doctoral main study, which aims to contribute to the field of FL literacy by investigating the reading identities, motivations for reading in English, as well as the reading experiences of interest among two groups of TEFL Chilean undergraduates who participated in an intervention, which consisted of two extensive reading sessions with the use of literature-to-film adaptations.

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