Social constructivist learning theory and reciprocal teaching to teach reading comprehension

Ardiansyah, Welly; Ujihanti, Murwani

doi:10.18844/ijlt.v10i1.3147

Cited by 4 publications

(5 citation statements)

References 8 publications

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“…Literary texts thus overcome the lifeworld boundaries set for the reader and confront him or her with different perspectives. Through the multi-perspective approach based on the images learners had to look for, they are confronted with different ways of seeing the same event and have to deal with different points of view (Ardiansyah & Ujihanti, 2018). So, they got a special opportunity to think themselves into the perspective of the historical events and had to try to understand them.…”

Section: Discussionmentioning

confidence: 99%

A multimodal approach to reading language-image-text combinations

Leibrandt

2022

IJSS

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The project presented here is an experience report carried out in a university C1 German course and based on the reading of F.C. Delius' novel The Walk from Rostock to Syracuse. This article aims to provide suggestions for the practical application and the linking types of language-image texts. The students re-live the protagonist's escape on a sailing boat across the Baltic Sea from Eastern Germany during Germany’s separation from the West to fulfill his dream of a journey through Italy. This text lends itself to be explored in a multimodal way, as it presupposes implicit knowledge that includes certain historical and cultural contextual references. Therefore, information and extra-textual images are necessary to visualise and understand the narrative. Both the reading process and the results of the multimodal project are recorded in a reading blog. This offers a variety of possibilities for linguistic expression and acquisition as the multimodal approach provides varied resources for activity-based reading and communicative learning among peers. Keywords: Images, intertextuality, literacy, multimodality, reading comprehension;

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Section: Discussionmentioning

confidence: 99%

A multimodal approach to reading language-image-text combinations

Leibrandt

2022

IJSS

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“…In social constructivist understanding, peer support is a critical place in the learning process, and there is an effort to find meaning together with the peer (Ardiansyah, & Ujihanti, 2018). Peer support refers to helping each other in processes ranging from familiar tasks within an activity to the most difficult ones (Vygotsky, 1978).…”

Section: Innoeduca International Journal Of Technology and Educationa...mentioning

confidence: 99%

“…Students work collaboratively on the text they are working on and try to give meaning to it. Based on the dialogue approach, this strategy makes facts and ideas feel comfortable in an open conversation process, and a collective learning process is emphasized (Ardiansyah, & Ujihanti, 2018).…”

Section: Innoeduca International Journal Of Technology and Educationa...mentioning

confidence: 99%

Interactive and social reading intervention in design-based research

Şanal

2023

IJTEI

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This study, carried out within the design-based research framework, aimed to create a digital environment for students with learning problems to read better. The social constructivist approach was used in this study, which generally focuses on the assumption that reading is an active, interactive, dynamic, and social language skill. The instructional content, built on a learning management system, was developed in line with this strategy. Focus on the problem, understand the problem, define the design goals, outline the solution, create the solution, and test the solution stages. This results in effective and efficient digital teaching material that students with learning problems can use in their reading processes. The study clearly showed the development process of digital material, as well as a deep theoretical discussion.

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“…The social constructivist approach to learning that is based on visiting or guest lectureship serves as a theoretical framework for the study (Al-Huneidi & Schreurs, 2012;Yadav, 2016). It is based on learning from the interactive environment created by the instructor or the guest speaker (Ardiansyah & Ujihanti 2018;Fernando & Marikar, 2017). Visiting or guest lectureship and professorship sessions are seen as one of the applications of the social constructivism approach to creating a structured educational environment to train tertiary students as professionals-to-be (Hover & Hicks, 2017;Mohammed et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Reshaping the University Curriculum through the Visiting Lectureship

Bobrytska

Krasylnykova

Батечко

et al. 2020

IJLTER

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The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.

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Social constructivist learning theory and reciprocal teaching to teach reading comprehension

Cited by 4 publications

References 8 publications

A multimodal approach to reading language-image-text combinations

A multimodal approach to reading language-image-text combinations

Interactive and social reading intervention in design-based research

Reshaping the University Curriculum through the Visiting Lectureship

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