The present study focuses on the development of the reading comprehension skill, which is regarded as an active and strategic process during which readers deploy a number of reading strategies in order to construct meaning from English as a foreign language (EFL) texts. In this context, this study aimed to investigate the effectiveness of implementing metacognitive multiple-strategy instruction -consisting of predicting text content, using semantic maps prior to text reading, skimming, scanning, and contextual guessing-on elementary EFL learners' reading performance. In particular, the sample consisted of 135, 11 to 12 year old, Greek-speaking EFL learners. The study, quasi experimental in design, involved an experimental group that received a three-month strategy instruction and a control group that received no such training but participated in pretest, posttest, and follow-up measurements. The instructional Overall, these findings suggest that EFL learners, in particular, young elementary students, should be explicitly taught to use reading strategies, while interacting with written texts, in order to become active, efficient, and independent readers both inside and outside the classroom.

This paper reports on the good practices followed by the tutors of HOU new Master's Programme, entitled "Language Education for Refugees and Migrants" (LRM). After presenting the profile and rationale of LRM, we focus on the online Tutor-Students Sessions (TSSs) and present the tutors' practices before, during and after the programmed TSSs, as well as their practices to support the development of the students' academic literacy. The data is drawn from 10 interviews, ie 8 with LRM tutors, 1 with one module coordinator and 1 with one member of the Digital Course Development Team (DCDT). The findings provide a comprehensive view on the varied practices, techniques and tools used by tutors in dealing with the TSSs as well as in helping students develop academic skills. New insights can thus be gained into the different ways tutors can respond to their students' needs concerning TSSs and the enhancement of the http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 11/05/2018 00:59:04 |