Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC)

Abstract

In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies

“…In congruence with the finding of Yan (2018) , García-Sánchez and García-Martín (2021) , and Parra et al (2021) , this study showed a positive correlation between cognitive and metacognitive strategies of learners with their writing performances. Compatible with the findings of Díaz Larenas et al (2017) and Rahayu (2021) , this study also showed that metacognitive and cognitive strategies would benefit EFL learners’ writing performance.…”

“…Learners directly use direct strategies in the learning process to produce the target language. These strategies include memory strategies which are responsible for retrieving and storing information, cognitive strategies which learners use to process new information; and learners use compensation strategies to compensate for lack of enough knowledge in the target language ( Goudarzi et al, 2015 ; García-Sánchez and García-Martín, 2021 ; Zarrinabadi et al, 2021 ). As Oxford (1990) states, these strategies assist students to be more independent, identify their learning strengths and weaknesses, and be self-reliant in their language learning process.…”