| dc.description.abstract | Dialogic reading develops the self. In EFL contexts, like in Indonesia, initiating dialogues as
an objective in reading classes has not been extensively explored as these classes commonly
focus on enhancing vocabulary and grammatical competence to prepare students for
standardized tests. This study examined the potential of reading-mediated tasks incorporating
portfolios, digital storytelling, and video shows which encourage both intramental and
intermental dialogues in the reading experience. Anchored in Vygotsky’s tenet of dialogue in
language learning, this study explored the potential of tasks to engage students to see reading
activities as growing-self learning. Interviews were conducted to collect data of students’
experiences on instruction, digital storytelling as learning artifacts, classroom observation,
photo elicitations, and the researcher’s journal. Data recorded indicate the understanding of
five EFL students in making meaning; interaction, connection, interpretation of the text, and
the making of reflection-based tasks of their life for reading activities. The result showed that
the mediated tasks optimize reading as a dialogic social practice. | en_US |
