THE ROLE OF LINGUISTIC BACKGROUND IN SHAPING STUDENTS’ READING PROFICIENCY IN VIRTUAL SETTINGS: A CORRELATIONAL STUDY

Ammour, Kamila (2024) THE ROLE OF LINGUISTIC BACKGROUND IN SHAPING STUDENTS’ READING PROFICIENCY IN VIRTUAL SETTINGS: A CORRELATIONAL STUDY. FILOLOGJIA International Journal of Human Sciences, 12 (22-23). pp. 167-175. ISSN 2671-3012

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Abstract

This research draws from the linguistic relativity hypothesis and sociocultural literacy perspectives to investigate how students’ linguistic backgrounds influence their digital reading practices in English as a Foreign Language (EFL) settings. Specifically, it examines the impact of Algerian Arabic and Berber languages on digital literacy habits among university students. Utilizing a sociocultural approach that views reading as a social activity, a mixed-methods approach combining qualitative and quantitative analyses was employed to ensure the credibility of the findings. The study surveyed students from two different Algerian universities situated in cities where the inhabitants primarily speak different native languages, namely Kabyle and Arabic, respectively. The data were collected through a questionnaire and analysed using both statistical and content analysis methods. Results reveal contrasting reading practices between Arabic and Berber speakers, with Arabic speakers emphasizing cognitive benefits of reading, while Berber speakers view it as a cultural tradition, particularly evident in their digital literacy habits. Digital literacy, for Berber speakers, represents both freedom and a continuation of their oral heritage, shaping their preference for narrative texts. In contrast, Arabic speakers lean towards descriptive texts. In conclusion, this study underscores the influence of linguistic backgrounds on Algerian EFL students’ digital reading behaviours.

Item Type: Article
Uncontrolled Keywords: Algerian EFL students; Correlational study; Reading proficiency; Linguistic background; Virtual Settings.
Subjects: P Language and Literature > PN Literature (General)
Divisions: Faculty of Law, Arts and Social Sciences > School of Education
Depositing User: Unnamed user with email zshi@unite.edu.mk
Date Deposited: 18 Sep 2024 13:08
Last Modified: 18 Sep 2024 13:08
URI: http://eprints.unite.edu.mk/id/eprint/1644

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