Scaffolding English L2 Academic Reading through Contextualized Grammar

Abstract

This study investigated the perceptions of Thai EFL students at the university level towards their English learning experiences. The two-pronged approach to data collection comprised a 27-item questionnaire administered to graduate students (n = 26) enrolled in an academic reading class and, following the dictum of triangulation, semi-structured interviews with three participants representing three levels of English proficiency. Aiming to shed light on the role of contextualized grammar in an academic reading class, the findings suggest that most participants considered course contents (e.g., analyzing sentences and locating main ideas) of great benefit. Moreover, doing focus-on-form exercises enabled them to see how English sentences were strung together to form a holistic meaning. In conjunction with this are the reported appropriate use of learning strategies and supportive teaching performances which helped them to realize that English L2 academic reading through contextualized grammar is useful and practical.

Key words: perceptions; contextualized grammar; English L2 academic reading