Made Frida Yulia, Gunadi Harry Sulistyo
English reading ability is a necessary skill in the tertiary level of education. Despite the fact that it is central to their studies, research has shown that not all students like reading in English. It goes without saying that English reading is an onerous task, especially among L2 learners in nonnative learning environment. To facilitate reading performance, reading engagement is regarded as the most influential component. This paper reported a pilot study exploring the reading engagement in course materials among EFL teacher candidates, as seen from behavioral, affective, cognitive, and social dimensions. The subjects were selected because English reading is inevitable in their academic life and they had to deal with plentiful tasks of reading course-related materials during their study. An in-depth interview was employed to investigate two EFL teacher candidates. The study revealed that the EFL teacher candidates had minimum engagement in academic reading. The results shed some light on their engagement experiences in coping with academic reading, which will be beneficial for EFL teacher education institution. The implication of the findings is discussed. © 2019 Asian E F L Journal Press. All rights reserved.
Universitas Negeri Malang, Malang, Indonesia; Home Base, Sanata Dharma University, Yogyakarta, Indonesia
