dc.contributor.author	Albakoush, Khalefa Alsadek
dc.date.accessioned	2023-04-13T08:32:28Z
dc.date.available	2023-04-13T08:32:28Z
dc.date.issued	2013
dc.description	Thesis (Ph.D (Teaching English as a Second Language (TESL)))
dc.description.abstract	This study aimed at examining the position of target culture in Libyan foreign language reading classes. More specifically, the study aimed at determining the level of inclusion or exclusion of the target culture in the reading texts taught to Libyan students of foreign language in their second semester. There were only two classrooms (of fourteen students each) at this level. Two classes were assigned by the English Department to this study. In order to successfully explore such a broad issue, a mixed method research was adopted to cover the different aspects of target culture from different angles. Three instruments (document analysis, observation and group experiment) were employed to investigate this issue. Each instrument was intended to examine the extent of incorporation of cultural knowledge in the reading class. Document analysis was used to analyze the cultural content of reading texts taught to Libyan undergraduates. A checklist was used to determine the cultural content of the reading texts. Observation of normal reading classes for half a semester was another instrument. This procedure was carried out to see whether the instructors use any supplementary cultural materials in reading classroom. Another different checklist contains thirteen cultural criteria were used for this task. Eight checklists' protocols were prepared to collect both qualitative and quantitative data to cover the eight weeks of observation. Group experiment has also been used as a third instrument. Two classes (controlled group and experimental group) were taught for half a semester differently. The experimental group received certain cultural treatment unlike the controlled group which did not receive any treatment. Both groups were pretested and post tested to see whether the treatment conducted had any effects on students' level of cultural knowledge. The results obtained from the two instruments (observation and document analysis) showed a lack of inclusion of cultural content in both reading texts and instructors' way of instruction. The group experimentation on the other hand has shown positive results in terms of the cultural treatment conducted. The controlled group on the other hand has not shown any cultural progress. A conclusion was drawn that reading texts should contain cultural data because it has contributed to facilitating the reading comprehension and positively impacted Libyan students? cultural background. Therefore, it is recommended that the cultural knowledge should be provided to students of foreign language together with linguistic knowledge especially through reading texts
dc.description.sponsorship	Faculty of Education
dc.identifier.uri	http://openscience.utm.my/handle/123456789/134
dc.language.iso	en
dc.publisher	Universiti Teknologi Malaysia
dc.subject	Education
dc.subject	Reading
dc.subject	Reading comprehension
dc.title	Assessing cultural awareness in reading texts at a university in Libya
dc.type	Thesis
dc.type	Dataset

Assessing cultural awareness in reading texts at a university in Libya

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