Author(s)

Zhiyi Zhu ¹

Affiliation(s)

¹ College of Humanities and Education, Guangdong Ocean University, Yangjiang, China

Corresponding Author

Zhiyi Zhu

ABSTRACT

This paper explores strategies for teaching reading to English as a Foreign Language (EFL) learners, with a focus on psychological and social perspectives. The target students discussed are second-year Chinese university students majoring in Computer and Engineering. While they demonstrate good discipline and cooperation, they lack social experiences, practical English output abilities, cognitive processes and background knowledge. This paper highlights key factors that influence reading, such as motivation and prior experiences, and emphasizes the necessity of connecting classroom activities with real-world experiences. The chosen teaching material NEW HORIZONS III (4^th edition) centres on workplace topics and aligns with language, content and social justice objectives. The teaching practices involve pre-class, in-class, and post-class activities designed to activate interest, impart linguistic and content knowledge and assess learning outcomes. The paper aims to cultivate students' positive work values, cross-cultural understanding and critical thinking skills through a comprehensive and practical approach to reaching instruction.

KEYWORDS

Teaching Reading; EFL; Social Justice; Teaching Practices; Reading

CITE THIS PAPER

Zhiyi Zhu, Teaching Reading for English as a Foreign Language Learners: Insights from Psychological and Social Perspectives. Applied & Educational Psychology (2024) Vol. 5: 173-176. DOI: http://dx.doi.org/10.23977/appep.2024.050425.

REFERENCES

[1] Rosenblatt, L. M. (1996). Literature as exploration. New York, NY: Modern Language Association of America. 
[2] Grabe, W. (2009). Reading in a second language. Cambridge: Cambridge University Press. 
[3] Pekrun, R., Goetz, T., Titz, W., & Perry, P. R. (2002), Academic Emotions in Students' Self- Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research, Educational Psychologist, 37(2), 91-105. 
[4] Ortaçtepe Hart, D. (2023). Social justice and the language classroom: Reflection, action, and transformation. Edinburgh University Press.

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