| dc.description.abstract | This thesis seeks to investigate how first-year students of general studies experience task-based intensive reading of short stories in the English subject. The research questions asked further if the students experienced a sense of mastery and reading pleasure with task-based intensive reading of short stories. The thesis included an intervention conducted on a single class of ESL-students at a Norwegian upper secondary school. With a mixed-method data collection, the thesis involved questionnaires and task-sheets answered by the students and an interview with their teacher. Inspired by practical action research, the research involved studying my own teaching practices before finishing my degree.
In this thesis, the connection between intensive reading in a school setting and achieving a sense of mastery and reading pleasure has also been explored. The study revealed that about half of the students enjoyed task-based intensive reading. Further, half of the students experienced a sense of mastery and reading pleasure. Of course, this depended on the short stories in question. Finding ways of teaching that resonate with all the students of a class is difficult. Therefore, finding a way of teaching and working with literature that half the class accepted is, therefore, a very positive aspect of the research. | |
