Text-based Student Questioning in EFL Settings: Long-term Strategy Implementation in Reciprocal Reading Tasks and Its Perception

Kiszczak, Anna; Chodkiewicz, Halina

doi:10.31261/tapsla.7730

Cited by 2 publications

(3 citation statements)

References 20 publications

(43 reference statements)

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“…It is congruent with Kiszczak and Chodkiewicz (2019) who investigated the students perceptions using questioning in reciprocal teaching strategy. They stated that the students showed positive perceptions after applying one of reciprocal teaching strategy because the students can generate their own questions in written text.…”

Section: The Benefits Of Reciprocalmentioning

confidence: 64%

“…Furthermore Kiszczak and Chodkiewicz (2019) investigated the students' perceptions using questioning in reciprocal teaching strategy. This study purposed to find out students' perceptions of using questioning as one of reciprocal teaching reading comprehension strategies in two intact groups of second year undergraduate students majoring English education department as participants at University in Lublin.…”

Section: Students' Perceptions Of Reciprocal Teachingmentioning

confidence: 99%

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Students’ Perceptions of Reciprocal Teaching in Reading Comprehension Class

Munandar¹,

Aminah²,

Arifin³

2020

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This research aimed to find out the difficulties and the benefits of reciprocal teaching perceived by the students in reading comprehension class, and the strategy in reciprocal teaching that the students prefer the most. This research was qualitative research applying phenomenological approach. The participants of this study were 5 students majoring in English Education Department of Institute Parahikma Indonesia. The data was collected by using semi-structured interview and it was analyzed by using thematic analysis adapted from Given (2018). The result of this study indicated that the difficulties faced by the students are less teacher’s monitoring, students’ interest in learning reading comprehension which makes them bored, self-competence of the students in understanding the text, and the difficulty in unifying their perceptions. The benefits of it that the students perceived are that they become more creative and imaginative, and it is an encouraging method and effective. Furthermore, it can boost their enthusiasm and create collaborative engagement. However in term of the most preferred strategies in reciprocal teaching, most of the students perceived that questioning is the best.

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Section: The Benefits Of Reciprocalmentioning

confidence: 64%

Section: Students' Perceptions Of Reciprocal Teachingmentioning

confidence: 99%

Students’ Perceptions of Reciprocal Teaching in Reading Comprehension Class

Munandar¹,

Aminah²,

Arifin³

2020

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“…Undoubtedly, students must be equipped with strategies to cope with difficult texts (Afflerbach et al, 2008;Grabe, 2009;Chodkiewicz, 2015;Kiszczak & Chodkiewicz, 2019;Grabe & Stoller, 2020). Strategic readers begin with a purpose for reading and recognize that different goals require different types of reading (Schwanenflugel & Knapp, 2016, p. 219) and-consequently varied note-taking techniques.…”

Section: Note Taking Techniques In Reading To Integrate Information A...mentioning

confidence: 99%

Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading

Ślęzak-Świat¹

2022

TAPSLA

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Generative note taking, being one of the strategies applied to manage difficult texts, requires not only comprehension and selection of information but also production. The current study focuses on note taking formats for a text read with the intention to summarise. Its focal aim is to improve both practical and theoretical understanding of this activity. It involves 103 second year English Department students, investigating how readers of FL engage with complex texts, how they were instructed in note taking and what note taking strategies they employ for comprehending academic texts. The analysis of the collected data attempts to indentify how readers’(n=103) translanguaging and transmedia (n=103) note taking formats help increase their engagement in and access to difficult texts in L2. It shows that the subjects have not transitioned from the paper interface to the digital one, since they still display the screen inferiority effect in their reading habits. The collected data shows that only some subjects (n=42/103) received some form of instruction in paper note taking techniques or digital applications facilitating note taking. The students were not able to enumerate more than 4 note taking applications which would be conducive to their formation of a coherent interpretation of the digital text they read. The author contends that overt note taking instruction in both paper and digital mode will create avenues for encouraging, interacting and engaging in reading. Instruction in that field needs to be modified with regard to digital note taking/annotating tools to make use of the note taking formats available for processing digitally interfaced texts.

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Text-based Student Questioning in EFL Settings: Long-term Strategy Implementation in Reciprocal Reading Tasks and Its Perception

Cited by 2 publications

References 20 publications

Students’ Perceptions of Reciprocal Teaching in Reading Comprehension Class

Students’ Perceptions of Reciprocal Teaching in Reading Comprehension Class

Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading

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