Engaging Mind, Building Skill, and Autonomy: A Gradual Release of Responsibility (GRR) for Primary School EFL Reading Instruction
DOI:
https://doi.org/10.17507/jltr.1605.14Keywords:
Gradual Release of Responsibility (GRR), primary EFL learners, engagement, EFL reading instructionAbstract
Engagement is crucial for creating meaningful learning experiences, yet studies on young learners’ EFL reading engagement remain limited. This study explored the engagement of 102 Indonesian third graders during a 24-week intervention using the gradual release of responsibility (GRR) framework. The instruction included phonics, guided, collaborative, and independent reading stages. Behavioural, emotional, and cognitive engagement was assessed through rubrics and a questionnaire, while pronunciation and comprehension were measured by pre- and post-tests. Results showed that over two-thirds of students enjoyed and actively participated, favouring independent reading most. Engagement increased across stages, with ratings rising from 2 to 4 on a 4-point scale. A t-test indicated significant improvements in pronunciation and comprehension (p < .001). Findings suggest that GRR instruction effectively supports language development and fosters high engagement as students transition from guided to independent learning.
References
Ahmed, M., & Baker, M. A. (2021). The impact of the gradual release of responsibility model on EFL learners’ vocabulary acquisition. Journal of Language Teaching Research, 9(3), 45–56.
Benson, P. (2021). Teaching and Researching Autonomy in Language Learning. Routledge.
Chen, Y., & Tang, X. (2020). Scaffolded reading instruction for Chinese EFL learners: A case study using the gradual release of responsibility framework. Asia-Pacific Journal of Education, 40(2), 200-215.
Cho, K. S. (2017). Five sessions of SSR: The impact of a short pleasure reading experience on reading attitude. International Journal of Foreign Language Teaching, 12(1), 2–8.
Cho, K. S., & Krashen, S. (2019). Pleasure reading in a foreign language and competence in speaking, listening, reading, and writing. TEFLIN Journal, 30(2), 231-236. http://dx.doi.org/10.15639/teflinjournal.v30i2/231-236
Delfi, S., & Yamat, H. (2017). Extensive Reading in Developing Language Competency for Indonesian EFL Learners Majoring in English. Indonesian Journal of English Language Teaching and Applied Linguistics, 1(2). http://dx.doi.org/10.21093/ijeltal.v1i2.20
Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. Routledge.
Dörnyei, Z., & Csizer, K. (2021). Motivational Strategies in the Language Classroom. Cambridge University Press.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. The Journal of Education, 189(1/2), 107–122.
Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45– S60. https://doi-org.ezproxy.auckland.ac.nz/10.1002/rrq.334
Ellis, G., & Brewster, J. (2014). Tell It Again! The Storytelling Handbook for Primary English Language Teachers. British Council.
Ellis, R. (2020). Task-Based Language Teaching: Theory and Practice. Wiley-Blackwell.
Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics (4th ed.). Sage Publications.
Fisher, D., & Frey, N. (2013). Better Learning Through Structured Teaching: A Framework for The Gradual Release of Responsibility (2nd ed.). ASCDF.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Friedman, J. (2012). Statistics: A Beginner's Guide. Wiley-Blackwell.
Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom (2nd ed.). Heinemann.
Graf, M. (2011). Including and Supporting Learners of English as an Additional Language. Continuum International Publishing Group.
Hartati, S. (2019). The use of folk tales in enhancing literacy skills among Indonesian EFL learners. Journal of Language Teaching and Learning, 8(2), 45–57.
Ibrahim, N. A, Ya Shak, M. S., Mohd, T., Ismail, N., Perumal, P. D., Zaidi, A., & Yasin Siti, M. A. (2015). Implementing collaborative learning in the English as a second language (ESL) classroom in Malaysia is important. Procedia Economics and Finance, 31, 346–353. https://doi.org/10.1016/S2212-5671(15)01208-3
Kim, J., & Park, H. (2020). Effects of the gradual release of responsibility on reading proficiency in Korean EFL students. English Language Teaching, 13(5), 1-10.
Lambert, C., & Zhang, G. (2019). Engagement in using English and Chinese as foreign languages: The role of learner‐generated content in instructional task design. Language Learning Journal, 47(5), 573–589.
Lee, J., & Van Patten, B. (2021). Task-Based Approaches to Second Language Acquisition. Applied Linguistics, 42(3), 345-367.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
Little, D. (2022). Learner Autonomy 2.0: Theory and Practice in Language Education. Multilingual Matters.
Mercer, S. (2019). Engaging language learners in contemporary classrooms. English Language Teaching Journal, 73(4), 393–402.
Morrison, K., & Wlodarczyk, L. (2009). Revisiting read-aloud: Instructional strategies that encourage students’ engagement with texts. The Reading Teacher, 63(2), 110-118.
Morrow, L. M., & Gambrel, L. B. (2011). Best Practices in Literacy Instruction, 2nd edition. Guildford Press.
Nurhayati, A. (2020). Literature-based approaches in primary EFL classrooms: A case study. Indonesian Journal of English Education, 7(1), 34-48.
Olsen, L. (2022). Comprehensive, Effective Literacy Instruction for English Language Learners. The National Committee on Literacy (NCEL).
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.
Pinter, A. (2011). Children Learning Second Languages. Palgrave Macmillan.
Pinter, A. (2017). Teaching Young Language Learners. Oxford University Press.
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come, and where to next? Language Learning & Technology, 20(2), 143-154.
Renninger, K. A., & Hidi, S. (2016). The Power of Interest for Motivation and Engagement, First Edition. Routledge/Taylor & Francis Group.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Theory, research, and practice. Contemporary Educational Psychology, 60, 101830. https://doi.org/10.1016/j.cedpsych.2019.101830.
Sharif, S. R., Singh, C. K., Ong, E. T., Mulyadi, D., Ichsan, I. Z., Rahmayanti, H., & Kiong, T. T. (2023). The use of i-THINK mapping in teaching reading comprehension among ESL teachers. Studies in English Language and Education, 10(1), 78-95.
Skinner, E., & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson et al. (Eds.), Handbook of Research on Student Engagement (pp. 21-44). Springer.
Susanti, L. (2018). The impact of phonics instruction on young EFL learners' reading abilities. Journal of Education and Practice, 9(12), 56–63.
Susanty, L., Sholihah, H. I., Pramesworo, I. S., Telaumbanua, S., & Basir, A. (2021). Promoting English learning from home to Indonesian families: An alternative approach to learning foreign languages at an early age. Linguistics and Culture Review, 5(1), 203-216.
Thomas, J. (2022). Engaging EFL Students through Project-Based Learning: Challenges and Opportunities. ELT Journal, 76(2), 115–128.
Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2018). Phonics: Reading policy and the evidence of effectiveness from a systematic tertiary review. Research Papers in Education, 1–31. https://doi.org/10.1080/02671522.2017.1420816
Utami, S., & Musthafa, B. (2022). The utilization of phonics songs in phonics reading classes in Indonesia: teachers’ perspectives. Jurnal Pendidikan Bahasa dan Sastra, 22(2), 201-208. https://doi.org/10.17509/bs_jpbsp.v22i2.55911
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wahyuni, N. T., Fauziati, E., & Hikmat, M. K. (2016). The effectiveness of using phonics instruction and storybooks in English reading classes to improve student participation. Jurnal Penelitian Humaniora, 17(1). https://doi.org/10.23917/humaniora.v17i1.2351
Wahyuni, N. T. (2022). Trial of synthetic phonics extended to storybook reading to improve the reading skills of Indonesian third graders enrolled in a bilingual school. International Journal of Instruction, 15(4), 1091-1112.
Wahyuni, N. T., & Tin, B. T. (2024). Beyond the classroom walls: Exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia), Education 3-13. https://doi.org/10.1080/03004279.2024.2340548
Wahyuni, N. T., & Ariyanto, G. (2024). Empowered learners in a digital age: The critical nexus of engagement, agency, interest, and motivation. Muslim Education Review, 3(2), 304–330. https://doi.org/10.56529/mer.v3i2.261
Wu, Y., & Lin, L. (2019). Enhancing EFL learners’ reading comprehension through the gradual release of responsibility model. Journal of Second Language Acquisition, 6(4), 25–40.
Yawiloeng, R. (2021). Peer scaffolding during EFL reading activities: A sociocultural perspective. English Language Teaching, 14(12). https://doi.org/10.5539/elt.v14n12p44
Zhang, L. (2022). Addressing challenges in implementing the gradual release of responsibility framework in diverse EFL classrooms. TESOL Quarterly, 56(1), 89–105.
Zimmerman, B. J., & Schunk, D. H. (2011). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Routledge.
