Personalizing the Reading Experience: Implementing the Reader-Response Approach in TEFL Contexts | ||
| مجلة العلوم التربوية بکلية التربية، جامعة الغردقة | ||
| Volume 8, Issue 4, December 2025, Pages 404-435 PDF (800.79 K) | ||
| Document Type: أبحاث فى مجال العلوم الإنسانیة والاجتماعیة | ||
| DOI: 10.21608/mseg.2025.428742.1212 | ||
| Authors | ||
| ا.د. عيد عبدالواحد علي درويش1; أ.د. جمال محمد شحاته2; د. عامر بكير علي3; هالة مبروك حسن علي عبدالله* 4 | ||
| 1العميد الأسبق لکليتي التربيه والتربية للطفوله المبکره بجامعة المنيا وأستاذ تدريس المناهج وطرق تدريس اللغه الانجليزيه- كلية التربية | ||
| 2كلية التربية جامعة المنيا | ||
| 3قسم المناهج وطرق التدريس كلية التربية -جامعة قنا | ||
| 4قسم المناهج وطرق التدريس- كلية التربية -جامعة قنا | ||
| Abstract | ||
| This article presents an overview of the Reader-Response Approach and its significance in personalizing the reading experience in contexts of teaching English as a Foreign Language (TEFL). Stressing the active role of the reader, this approach motivates students to personally engage with texts, cultivating their own viewpoints, feelings, memories, experiences, associations and interpretations into the reading process, which makes it meaningful to them. The paper outlines the benefits of teaching literature in EFL classes, emergence and key principles of Reader-Response Approach. Furthermore, the paper sheds light on the Reader-Response strategies and activities that can be effectively implemented in the classroom. Besides, the different kinds of students’ responses to literary works are discussed and classified. Despite the significant influential benefits of the Reader-Response Approach in the EFL classroom, it still raises considerable challenges about which thoughtful research work is urgently needed. It is recommended that curriculum designers and educationalists cultivate Reader-Response into English curricula so that the uniqueness of learning can be emphasized. Moreover, researchers should conduct a good deal of research work to overcome the challenges and barriers of the Reader-Response Approach. | ||
| Keywords | ||
| The Reader-Response Approach; teaching literature; TEFL context | ||
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