Interactive Reading with Different Genres English: A Pilot Study

Abstract

This paper reports the results of a pilot study designed to determine the use of interactive reading with different genres in English.  The purpose was to focus on how this process helps to develop learners’ reading awareness in terms of field, mode, and tenor.  This action research observed the learners’ participation in the classroom and analyzed two accounts of self-reflection from 20 English-major undergraduates who were studying a reading course.  The results illustrate that most learners seem likely to be more active when participating in an online interactive classroom.  Moreover, they would rather practice their analytical skills from with genres via online

interactive reading.  Some learners were able to read well.  Also, the results reveal that most of the learners had gained genre knowledge in terms of field and tenor.  However, the results did not indicate that genre knowledge increased learners’ reading awareness in terms of mode.  Therefore, the study should be further adjusted to explore the critical and analytical reading skills required in an English language classroom of the 21^st century.