University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African University
Despite the importance of extensive reading in higher education, limited research has explored university students’ expectations of their lecturers’ support in this area. This qualitative case study investigated the expectations of 65 first-year English Majors students at a South African university...
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| Format: | Article |
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Noyam Journals
2025-02-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/02/EHASS2025622.pdf |
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| author | Madoda Cekiso Florence Olifant |
| author_facet | Madoda Cekiso Florence Olifant |
| author_sort | Madoda Cekiso |
| collection | DOAJ |
| description | Despite the importance of extensive reading in higher education, limited research has explored university students’ expectations of their lecturers’ support in this area. This qualitative case study investigated the expectations of 65 first-year English Majors students at a South African university regarding their lecturers’ support for extensive reading. The respondents were purposively selected and open-ended questionnaires were used to collect data, which was analyzed thematically. The findings revealed that students expected lecturers to provide guidance on digital reading, encourage reading groups, improve access to diverse reading materials, consider students’ reading interests, expose them to newspapers and magazines, and promote the use of social networks for extensive reading. The study highlights the importance of considering students’ perspectives in shaping reading instruction pedagogy and offers practical implications for lecturers to effectively support and facilitate extensive reading. |
| format | Article |
| id | doaj-art-f1496cc4519c44e6b1d8f80cbb55e202 |
| institution | Kabale University |
| issn | 2720-7722 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-f1496cc4519c44e6b1d8f80cbb55e2022025-02-10T15:51:25ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222025-02-01625872https://doi.org/10.38159/ehass.2025622University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African UniversityMadoda Cekiso 0https://orcid.org/0000-0001-7681-077XFlorence Olifant1https://orcid.org/0000-0002-2579-931XDepartment of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa.Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa.Despite the importance of extensive reading in higher education, limited research has explored university students’ expectations of their lecturers’ support in this area. This qualitative case study investigated the expectations of 65 first-year English Majors students at a South African university regarding their lecturers’ support for extensive reading. The respondents were purposively selected and open-ended questionnaires were used to collect data, which was analyzed thematically. The findings revealed that students expected lecturers to provide guidance on digital reading, encourage reading groups, improve access to diverse reading materials, consider students’ reading interests, expose them to newspapers and magazines, and promote the use of social networks for extensive reading. The study highlights the importance of considering students’ perspectives in shaping reading instruction pedagogy and offers practical implications for lecturers to effectively support and facilitate extensive reading.https://noyam.org/wp-content/uploads/2025/02/EHASS2025622.pdfextensive readinguniversity studentslecturers’ supportreading instructionstudent expectations |
| spellingShingle | Madoda Cekiso Florence Olifant University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African University E-Journal of Humanities, Arts and Social Sciences extensive reading university students lecturers’ support reading instruction student expectations |
| title | University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African University |
| title_full | University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African University |
| title_fullStr | University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African University |
| title_full_unstemmed | University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African University |
| title_short | University Students’ Expectations of their Lecturers’ Support Regarding Extensive Reading – A Case Study of first-year English major students at a South African University |
| title_sort | university students expectations of their lecturers support regarding extensive reading a case study of first year english major students at a south african university |
| topic | extensive reading university students lecturers’ support reading instruction student expectations |
| url | https://noyam.org/wp-content/uploads/2025/02/EHASS2025622.pdf |
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