PASAA
Publication Date
2022-07-01
Abstract
This article reports on a single case study investigating the adoption of reading portfolio and video-mediated reflection tasks so as to promote Indonesian university studentsʼ engagement in dialogic reading. Nested in a classroom ethnography design, data were collected through multiple interviews, teaching journals, and studentsʼ Facebook-mediated interaction records. Drawing on thematic and discursive analysis, the findings showed that the reading portfolio and video-assisted reflection tasks encouraged the students to invest their time and energy into and engage in dialogic reading where collective meaning making practices took place. As the students were engaged in the reading portfolio and video-assisted reflection tasks, they perceived their peers as co-meaning makers who viewed reading as a social and dialogical process in which they had the opportunity to negotiate meaning.
DOI
10.58837/CHULA.PASAA.64.1.10
First Page
216
Last Page
243
Recommended Citation
Kusumaningputri, Reni
(2022)
"Reading Portfolio and Video-mediated Reflection Tasks: University Studentsʼ Engagement in Dialogic Reading,"
PASAA: Vol. 64:
Iss.
1, Article 10.
DOI: 10.58837/CHULA.PASAA.64.1.10
Available at:
https://digital.car.chula.ac.th/pasaa/vol64/iss1/10