Comprehension and Sociocultural Factors Teaching Reading in English as a Foreign Language

Hanandyo Dardjito, Ruth Marie Wallace, John Guenther, Nicola Rolls

Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedingspeer-review


This paper presents the initial findings of my PhD research to answer the question ‘How can first year Indonesian students’ reading comprehension of academic English texts be improved to support their learning in an Indonesian university?’ Five humanity departments comprising 373 students participated in this research and 20 of them joined focus group interviews. A mixed methods sequential design was applied in order to reveal the students’ learning process as constructed by their sociocultural factors. The students’ level of reading comprehension is analysed and discussed in relation to their response to a paraphrasing protocol, the comparison of the mean of groups paraphrasing scores, and the sociocultural themes that have impacted their comprehension. The findings will be used to put forward factors that should be considered in reading approaches in order TEFL teachers to empower the students to be independent
Original languageEnglish
Title of host publicationThe Asian Conference on Arts & Humanities 2015
Subtitle of host publicationOfficial Conference Proceedings
Editors Executive Council of the International Advisory Board
Place of PublicationOsaka, Japan
PublisherThe International Academic Forum (IAFOR)
Number of pages17
Publication statusPublished - 2015
EventThe Asian Conference on Arts & Humanities 2015 - Osaka, Japan
Duration: 2 May 20155 May 2015 (Conference Website)


ConferenceThe Asian Conference on Arts & Humanities 2015
Internet address


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