A Mixed-Method Study of Iser’s Reader-Response Theory with Literature and Language Teaching in Postmodern Drama: A Case Study of Undergraduate Students at SBBU-SBA

Clicks: 8
ID: 336795
2024
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #230 of 953 articles by views in Pakistan Social Sciences Review

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 953 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The article investigates Reader Responses with literature and language teaching in the postmodern drama Waiting for Godot in the light of Wolfgang Iser's Reader Response theory (1978) and Gillian Lazar’s model of "literature and language teaching"(1993). The study utilizes a mixed-method approach, and the selected population of 20 undergraduate students of BS English literature at Shaheed Benazir Bhutto University, Shaheed Benazirabad (old Nawabshah), Pakistan. The data collected from anonymous participant via questionnaires with random sampling after completion of the assigned text for reading. The qualitative data analysis is based on Reader-response theory that states that reading is a unique experience in which a reader involves himself morally, intellectually, socially, and artistically. Second, the study concludes quantitatively by applying Lazar’s model of "literature and language teaching". The results are based on 40% positive and 60% negative responses from the students, thus, this paper finds that readers’ development is significant and they are self-assured who could go beyond the written texts. Further, more approachable texts and models that support students in connecting with and comprehending the text's should be incorporated into the literary scholarship.
Reference Key
imported_1793231122_6ae289126a38b Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Fatima Javed
Are you one of these authors? Claim your profile
Journal Pakistan Social Sciences Review
Year 2024
DOI
10.35484/pssr.2024(8-III)19
URL
https://ojs.pssr.org.pk/journal/article/view/730
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.