Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

Abstract

The primary goal of this study was to explore the changes that four Korean university students made in their regulation of cognition during reading processes. The students were trained using explicit reading strategy instruction based on the CALLA model. To this end, first, metacognition was framed and categorized by the definition from Baker and Brown (1984) and, second, a scoring scale for measuring the readers' regulation of cognition was developed based on the study by Block (1992) to examine and trace any changes in their regulation processes. For data analyses, the participants' think-aloud protocols were used. The results indicate that there were marked changes in the frequencies of their regulation processes over time. Specifically, the students' overt strategic and regulatory behaviors in a regulation process showed more flexibility and organization toward the end of the strategy training. This study suggests that students would benefit from being provided with sufficient time for practice in order to build effective regulation of cognition in reading processes and that the teacher should understand the complex nature of the regulation processes that students go through. In addition, think-aloud procedures as an instructional tool for effective strategy training was shown to be a worthwhile technique in the classroom.

Verbal reports in the reading processes of language learners: A methodological review

“…The use of theoretical frameworks and models varied widely across the studies; however, most studies were grounded in or related to one of three trends: the cognitivist trend (e.g. Goo, ; Kim & Cha, ); models of reading and language (e.g. Gascoigne, ; Yin, ); and sociocultural theory (e.g.…”

“…Leow et al ., ; Mohammed et al ., ), goal theory, and Ericsson and Simon's (1984) framework for the use of verbal reports (Bowles & Leow, )—were used in other studies (e.g. He, ; Kim & Cha, ). In studies with a cognitivist orientation, most researchers (75%) tended to use concurrent methods (e.g.…”

“…Among the L2 models drawn upon were the O'Malley and Chamot's model of language learning strategies (Tabataba'ian & Zabihi, ), Bernhardt's constructivist model of reading (Lee‐Thompson, ; Weil, ), Schmidt's framework of attention and noticing hypothesis (Leow, ; Camps, ; Bowles, ; Godfroid & Schmidtke, ), Primacy of Meaning Principle (Rossomondo, ; Leow et al ., ; Morgan‐Short et al ., ; Mohammed et al ., ), cross‐linguistic transfer theory (Li & Suen, ), Oxford's taxonomy of language learning strategy (Ghavamnia et al ., ), and Cognitive Academic Language Learning approach (Gurses & Adiguzel, ; Kim & Cha, ). When these models were used, researchers relied primarily on concurrent reporting (e.g.…”

Criticality, Depth and Voice in Academic Writing

“…In my further exploration, I found various models of strategy instruction. Finally, I prioritized two models: CALLA model (Chamot, 2008) and Reciprocal teaching method (Palincsar and Brown, 1984) and selected three empirical articles (Aghaie and Zhang, 2012; Dabarera, Renandya and Zhang, 2014;Kim and Cha, 2015) to review as required in the assignment.…”

“…Similarly, in reciprocal teaching method of strategy instruction, the teacher works as a model in guiding the students to interact with the text in more sophisticated ways by using strategies. Two of the studies (Aghaie and Zhang, 2012; Kim and Cha, 2015) have followed CALLA model while one study (Dabarera et al, 2014) has followed reciprocal teaching method for strategy instruction in EFL reading.…”