Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles

Barber, Ana Taboada; Gallagher, Melissa A.; Smith, Peet; Buehl, Michelle M.; Beck, Jori S.

doi:10.1080/19388071.2016.1167987

Cited by 10 publications

(3 citation statements)

References 34 publications

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“…There is a widespread consensus in the engagement literature on the operationalization of the triple model of engagement that encompasses emotional, cognitive, and behavioral dimensions (Abdelhalim, 2017;Fredricks, & McColskey, 2012;Shernoff, 2013). Emotional engagement refers to positive affective reactions toward instructors, colleagues, and context and it includes feelings of involvement, belonging, interest, valuing of activities, and appreciation of success (Barber et al, 2016;Lutz et al, 2006). Cognitive engagement refers to exerting mental effort with thoughtful and purposeful usage of learning strategies, self-regulation, and deep thinking to accomplish difficult tasks and it includes persisting with challenging activities, reading more materials, asking questions for clarification of ideas, reviewing previously learned material, and expending energy to comprehend complex concepts (Finn, & Zimmer, 2012;Fredricks, & McColskey, 2012;Lutz et al, 2006).…”

Section: Reading Engagementmentioning

confidence: 99%

“…In the EFL context, Vongkrachang and Chinwonno (2015) found that explicit reading instruction using the CORI framework has robust effects on EFL Thai undergraduate students' informational text comprehension and positive changes in behavioral, affective, and cognitive reading engagement. Despite the promise that reading engagement can help students achieve their learning potential, few empirical studies targeted ELLs (Barber et al, 2016). In the Egyptian context, Abdelhalim (2017) found that incorporating habits of mind with shared inquiry improved Saudi EFL learners' reading engagement and comprehension.…”

Section: Reading Engagementmentioning

confidence: 99%

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The Effects of Online Flipped Reading Instruction Utilizing Scaffolding and Digital Badges on EFL Deep Comprehension and Reading Engagement

El-Henawy

2023

مجلة البحث العلمى فى التربية

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Due to the COVID-19 situation, fully online flipped learning that combines online asynchronous learning activities followed by online synchronous discussions and tasks emerged as a working instructional model that provides a conducive learning environment. This study examined the extent to which online flipped reading instruction utilizing scaffolding and digital badges improved deep reading skills and reading engagement of EFL university students at Port Said Faculty of Education. Students were provided with online flipped reading instruction delivered via Edmodo and Google Classroom for reading expository texts. Sixtyeight English-majored freshmen at Port Said Faculty of Education participated in this study. A mixed-methods research design was employed with multiple sources of data, including the preand post-tests of deep reading comprehension, the reading engagement questionnaire, and the focus group interviews. Findings showed that incorporating scaffolding and digital badges in online flipped reading instruction can be implemented effectively within the context of university education. Besides, the results indicated that the treatment not only improved the participants' deep reading comprehension but also significantly fostered positive collaboration and active engagement. The study is concluded by suggesting future research that targets constructing a meaningful understanding of online learning environment, deep reading comprehension, and reading engagement with implications for pedagogical practice, particularly with EFL learners.

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Section: Reading Engagementmentioning

confidence: 99%

Section: Reading Engagementmentioning

confidence: 99%

The Effects of Online Flipped Reading Instruction Utilizing Scaffolding and Digital Badges on EFL Deep Comprehension and Reading Engagement

El-Henawy

2023

مجلة البحث العلمى فى التربية

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“…Como señalan Fredricks et al (2004), un estudiante se compromete cognitivamente cuando el hecho de estudiar lo considera como una inversión y tiene la voluntad para esforzarse en comprender y desarrollar ideas y habilidades complejas. Se considera que el uso de estrategias de autorregulación también caracteriza el compromiso cognitivo (Barber et al, 2016).…”

Section: Cogniciónunclassified

Revisitando la autonomía en el aprendizaje: de la teoría a la práctica docente

Herrera Díaz,

Morales Sosa,

Hernández Barros

2022

vel

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Con la finalidad de que profesores en el ámbito de la enseñanza-aprendizaje de lenguas extranjeras conozcan o repasen conceptos relativos a la autonomía y al aprendizaje autónomo y, sobre todo, opten por la implementación de los mismos en su práctica docente, se realizó una revisión de literatura relevante al tema. Para ello, revisitamos conceptos tales como: autonomía; aprendizaje autónomo, semiautónomo, autodirigido, semidirigido; ambientes y estrategias de aprendizaje. Se aborda el término aprendizaje autónomo desde la definición que proporciona Holec en 1981, en donde los estudiantes se hacen cargo de todo lo relacionado con su proceso de aprendizaje; pasando por el modelo de aproximación a la autonomía, propuesto por Morrison y Navarro en 2014, en donde los estudiantes deciden cómo aprenderán y qué harán después de las horas de clase; y culminando con Peña y Cosi, que en 2017, identifican la autorregulación como un proceso que se da a partir de la autorreflexión y la autocritica. Como se ha mencionado anteriormente, se revisan acepciones intermedias y conceptos relativos a la autonomía en el aprendizaje. Es notorio que, a lo largo de la puesta en práctica de los conceptos aquí referidos, éstos se han ido modificando y adecuando de acuerdo con los contextos reales en los que se han implementado. Esta evolución parece permitir que, aún en sistemas educativos establecidos y en cualquier ambiente de aprendizaje, la consecución de cierto grado de autonomía en el aprendizaje sea factible.

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Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

2020

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Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles

Cited by 10 publications

References 34 publications

The Effects of Online Flipped Reading Instruction Utilizing Scaffolding and Digital Badges on EFL Deep Comprehension and Reading Engagement

The Effects of Online Flipped Reading Instruction Utilizing Scaffolding and Digital Badges on EFL Deep Comprehension and Reading Engagement

Revisitando la autonomía en el aprendizaje: de la teoría a la práctica docente

Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

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