Exploring English as Second Language (ESL) Learners' Reading Experiences: Attitudes and Challenges with Implementation of Graphic Organizer Instruction (GOI)

Abstract

Despite the increasing recognition of Graphic Organizers for Instruction (GOI) as a potentially effective tool for enhancing reading comprehension among ESL readers, there remains a significant gap in understanding how learners perceive and engage with this approach. The primary objective of this study is to investigate the reading experiences and attitudes of ESL learners towards the utilization of GOI in their reading practices. By doing so, this research aims to expand our current understanding of the perspectives of ESL learners regarding the implementation of GOI and the obstacles they may encounter. Ultimately, this study seeks to enrich the existing literature by offering valuable insights into the reading experiences and challenges associated with the use of GOI in ESL reading instruction. To achieve the research objectives, this research employed focus group interviews with 12 purposively selected participants and three sessions of classroom observations. Key findings indicated that GOI positively influenced reading engagement and comprehension among ESL learners, fostering interaction and enhancing their understanding of instructional materials. The study's conclusions highlight the potential benefits of GOI in ESL reading instruction and suggest implications for pedagogical practice.