Digitalizing the Language Input in Larkana, Sindh: Focus on Teaching Reading Skills
DOI:
https://doi.org/10.56498/322021137Keywords:
acquire, digital, reading skills, input, social mediaAbstract
This research studies the use of digital devices/tools/means in teaching L2 (English) reading skills to intermediate (XII) students of district Larkana in Pakistan's Sindh province. Drawing upon the input hypothesis, this research demonstrates how reading as a skill can be effectively acquired using digital platforms. Qualitative data analysis culled through observations of an intermediate class consisting of fifteen students and their English language teacher was conducted to demonstrate how input can be digitalized using sophisticated gadgets, such as smartphones, notepads, and laptops, and how the digitalized language input can help the L2 students acquire reading skills. Findings demonstrated how the digitalized input along with the appropriate use of traditional teaching methods is an effective way of helping the L2 learners acquire phonic awareness, reading fluency (assimilation, elision, vocabulary learning), critical, and integrated (literal, inferential, and evaluative) reading skills.
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