Of a Village Bomoh and the Lottery: Content Schemata Influence on Second Language Reading

Radzi, Amizura Hanadi Mohd; Aziz, Noor Hashima Abd

doi:10.7575/aiac.alls.v.4n.1p.42

Cited by 3 publications

(3 citation statements)

References 19 publications

(19 reference statements)

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“…Thus, the protocol made the cognitive process become observable. Similar result was also found in the research conducted by Amizura and Noor Hashima (2013), whereby the participant was asked to give verbal reports of his cognitive processes while reading two short stories. The participant's cognitive processes during the progress of the reading tasks become observable by using think aloud protocol as a data collection technique.…”

Section: The Effectiveness Of the Think-aloud Protocolsupporting

confidence: 84%

Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

Abas¹,

Aziz²

2016

ALLS

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The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in Indonesia. The participants were selected based on the following criteria: had completed a minimum of two academic writing courses, had written a thesis in English, had taught English for more than two years and considered as proficient writers based on IELTS result. The finding of the study showed that all of the participants went through the following writing process: prewriting, planning, drafting, pausing, reading, revising, editing and publishing. In addition, the thinkaloud protocol had different effects on the participants. Five of the participants admitted that the think-aloud protocol had a positive effect because it helped them in organizing their thoughts and ideas. However, only one participant found thinking aloud made her difficult to focus on the writing task due to the demand to verbalize and write at the same time.

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Section: The Effectiveness Of the Think-aloud Protocolsupporting

confidence: 84%

Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

Abas¹,

Aziz²

2016

ALLS

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“…Very few studies involved fewer than three participants (e.g. Alsheikh, ; Kim, ; Radzi & Aziz, ) and most studies involved participants toward the higher end of this range (e.g. Nassaji, ; Yang, ; Vorobel & Kim, ).…”

Section: Resultsmentioning

confidence: 99%

“…Wesche & Paribakht, ; Nassaji, ; Nassaji & Hu, ), Korea (two studies: Ko, ; Kim & Cha, ). Each other country had one study: Austria (Kremmel et al ., ), Belgium (Godfroid & Schmidtke, ), China (Li & Chun, ), Iran (Paribakht, ), Iraq (Mohammed et al ., ), Libya (Bengeleil & Paribakht, ), Malaysia (Ali, ; Radzi & Aziz, ), New Zealand (Tabata‐Sandom, ), Romania (Geladari et al ., ), Taiwan (Yang, ; Chou, ), Thailand (Kasemsap & Lee, ), the Netherlands (Stevenson et al ., ), Turkey (Akyel & Erçetin, ), and Singapore (Zhang et al ., ).…”

Section: Resultsmentioning

confidence: 99%

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

Smith

Kim

Vorobel

et al. 2019

Review of Education

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This methodological review highlights the trends in empirical studies where a methodological construct (i.e. verbal reports) intersects with content (i.e. literacy research). Specifically, we synthesise research on language learners’ reading in which verbal reports were deployed as a methodological tool. Questioning the long‐standing assumption that verbal report methods validated in first‐language verbal report reading studies necessarily constitute a basis for validation of second‐language verbal report reading studies, we consider the broader educational frameworks within which studies are embedded. In our synthesis of language learners’ verbal report literacy research published between 2000 and 2015, we attend to the social, demographic and geographic realities characteristic of studies reviewed and of the participants involved. Our findings demonstrate the following: (a) tendency to report quantitative information regardless of the type of verbal reporting method and the component of reading explored; (b) predominance of independent concurrent methods that emphasised the reading product; (c) predominance of integrated verbal reports (i.e. concurrent and other forms of reporting) in sociocultural studies that reflected the reading process; (d) concerns about validity in studies premised on cognitivist models of verbal reports; (e) a tendency to use solely concurrent verbal reports in quantitative studies; (f) high reliance on integrated concurrent methods in qualitative studies; and (g) preponderance of qualitative‐to‐quantitative versus a qualitative‐to‐quantitative‐to‐qualitative verbal reporting paradigms across studies. Based on these findings, we make several recommendations to be considered when verbal reports are used to study language learners’ reading processes.

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Exploring Content Schemata Influence on L2 Reading: The Hunted Fox and Twelve and Not Stupid

Radzi

Aziz²

2014

ALLS

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This paper will discuss the aspects of content schemata in second language reading among diploma level students who were taking a reading course in Universiti Teknologi MARA Perlis. In this qualitative case study, the researcher had selected two short stories that are categorized as content-familiar texts, i.e. The Hunted Fox and Twelve and Not Stupid. Six participants were asked to write a 150-word entry response on the short story and a grading criteria was used to assess the participants' level of comprehension. An in-depth interview was also conducted on each participant. The entry responses and the interview patterns were analyzed to determine whether content schemata had contributed to the learners' understanding of the text. This study discovered that content schemata had contributed to the learners' understanding of the text because the learners' comprehension was facilitated by their background knowledge on the content-familiar texts.

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Of a Village Bomoh and the Lottery: Content Schemata Influence on Second Language Reading

Cited by 3 publications

References 19 publications

Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

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

Exploring Content Schemata Influence on L2 Reading: The Hunted Fox and Twelve and Not Stupid

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