Abstract-The purpose of this study was to determine how collaborative strategic reading may increase critical reading of EFL students at the intermediate level. Forty students majoring in English language literature at the University of Mazandaran participated in this study. In the experimental group, the students were taught collaborative strategic reading. The students in the control group were taught in the traditional way. The instruction of both groups lasted for 10 sessions and every session continued for 90 minutes. A pre test and post test were given to both groups before and after the treatment. A self designed questionnaire and interview were also administered to the experimental group only in order to examine the attitude of students toward CSR. A two-tailed independent sample t-test was applied to analyze the pre test and post test results of the experimental and control group to check if there was any significant difference between the students' performance regarding their critical reading ability. The result indicated that students in the experimental group with CSR instruction outperformed the students in the control group. Therefore, the finding in this study indicated that CSR instruction improved students' critical reading. The results of the self designed questionnaire and interview revealed that students had a positive attitude toward CSR.
Проблема и цель. Целью данной работы является исследование влияния интерактивного смешанного (перевёрнутого) обучения (e-based flipped learning) на формирование у студентов вуза навыков критического чтения и решения проблем. Методология. В ходе исследования был проведен анализ влияния технологии смешанного (перевёрнутого) обучения на способность студентов к критическому чтению, а также выявлено отношение студентов к данной образовательной технологии. В рамках исследования был применён метод педагогического эксперимента, включающий входные и контрольные диагностические срезы. В исследовании приняли участие 34 студента, которые в течение 14 недель должны были посещать курс аналитического (критического) чтения, направленный на усовершенствование навыков восприятия текста. Недельная нагрузка по курсу составила 4 часа. Общая трудоёмкость курса была равна четырём академическим кредитам. Авторами были изучены ответы студентов на задания по критическому чтению. Причём, данные задания выполнялись студентами в рамках самостоятельной внеаудиторной работы с применением информационно-коммуникационных технологий. Задания включали дискуссии, обсуждения, выражение собственного мнения, а также взаимодействие студентов посредством социальных сетей. Тест на оценку навыков критического (аналитического) чтения был взят из материалов академического теста SAT (Scholastic Assessment Test). Уровень владения английским языком был диагностирован при помощи Oxford Placement Test (OPT) в начале исследования. Академический 1. Исследование выполнено при поддержке Словацкого агентства по исследованиям и разработкам в соответствии с контрактом № 1. АПВВ-17-0158. 2. Работа выполнена в соответствии с государственной программой повышения конкурентоспособности Казанского федерального университета (Казань, Россия).
This study investigated the effect of metacognitive strategy training and the degree of metacognitive knowledge on EFL learners' listening comprehension achievement. To this end and to complement the results of previous research, the participants were also involved in a self-rating process through engaging in log writing and completing a performance checklist. The participants were 40 female intermediate students studying English in a language institute in the north of Iran. Paired and Independent sample t-tests were used to compare the performance of the experimental group to that of the control group. Students' listening logs and performance checklists were also investigated for finding traces of raised awareness and increased strategy use. Results proved that strategy training and students' degree of metacognitive knowledge affected their listening achievement. The results were enlightening in that students indicated greater tendency to become more strategic learners as a result of the training they received. An analysis of participants' self-rating corroborated the attained results.
This study attempted to investigate the effect of an ER program -coupled with form versus meaningfocused activities-on the development of lexical collocations among Iranian Intermediate EFL learners. To this end, 41 students of English language and literature studying at the department of English at the University of Mazandaran participated in this study. A reading comprehension test taken from TOEFL was used to measure candidates' reading ability to homogenize them in terms of their entry behaviour. Moreover, a modified Word Associates Test (WAT) developed by Read (1993, 1998) was administered to examine the participants' lexical collocation knowledge. Participants were divided into two experimental groups: Both groups were assigned to read extensively and do some after reading activities; the first group was given a form-focused activity (FFA) while the second group worked on a meaning-focused activity (MFA). The results of paired and independent sample t-tests revealed the fact that both FFA and MFA groups progressed in the interval between the pre-and post-test, but, there was not a significant difference between the effects of formfocused and meaning-focused activities.
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