Readers of narrative texts tend to incorrectly assess the knowledge of story characters, particularly as authors sometimes provide readers privileged information that is unknown to the story characters. This error, labeled the illusory transparency of intention Keysar (Cognitive Psychology 26:165-208, 1994) shows how readers assume that privileged information is also known by story characters; this error is assumed to indicate a general difficulty individuals have in taking the perspective of others. The study investigates whether bilingual readers also demonstrate the illusory transparency effect when reading in their two languages, and tests the hypothesis that the languages activate different cultural mindsets that may or may not enhance the error. In two studies, 175 Filipino-English bilinguals were presented narrative passages in English and Filipino containing positive or negative privileged information that was either spoken or written by one of the characters. Participants assessed how a character would respond to an ambiguous remark by another character. In both studies, privileged information influenced readers' ratings in both languages, demonstrating the illusory transparency effect in bilinguals. Study 1 did not show a moderating effect of language, but Study 2 (which had higher observed statistical power) revealed a significant moderating effect of language, where the illusory transparency effect was stronger in English texts. The results support the hypothesis that the English language primed the individualist mindset that was not supportive of cognitive processes that consider perspectives of others. The results are discussed in terms of how language plays an indirect role in shaping thought processes involved in perspective taking.
Aside from learning values, traditions, and significant experiences from storybooks, children also learn about their roles as males and females from these learning materials. Previous studies on gender representation revealed that male characters in children's storybooks are given more active roles through the verbs assigned to them. The present study examines gender portrayal in bilingual children's literature written by Filipino authors. Using word count guided by the verb taxonomy of Johnson and Young (2002), 60 award winning and non-award winning books published between 2006 to 2017 were analyzed. Overall, the results reveal that the male characters continue to be assigned more active roles in the stories; however, they can also be assigned to roles that were traditionally given to female characters. Furthermore, both male and female names follow a two-syllabic structure which underlies the hypothesis that they are easily remembered by young readers. The implications of these findings in critical literacy are further discussed.
Learners’ metacognitive reading strategies support their attempts to draw meaning from texts and to overcome comprehension difficulties. For second language readers, such strategies may compensate for lack of language proficiency while reading. Taking a sample from a country that ranked last in the PISA 2018 reading assessment, this study aims to investigate potential discrepancies in how students evaluate the usefulness of specific reading strategies and how these conceptions are associated with related to the students’ reading proficiency. We explored the association between metacognitive reading strategies with reading proficiency by analysing data from a nationally representative sample of 15-year-old students who participated in the PISA 2018 (N = 6591). Awareness of different reading strategies was compared using repeated measures ANOVA; relationships with reading proficiency were examined using regression analysis. Self-reports on metacognitive reading strategies accounted for a significant portion of the variation in Filipino students’ English reading proficiency, after controlling for SES, sex, and number of books at home. The reading strategies perceived as most useful were not the most strongly associated with reading proficiency, suggesting that students may not be aware of which reading strategies are helpful in learning to read in English. The results indicate variations in the students’ awareness of which strategies aid in their reading comprehension and point to the need to better understand how effective reading strategy instruction is taught to and is engaged by Filipino students in their reading classes.
students often result in lower grades compared to learners who had more positive emotions (Gumora & Arsenio, 2002). Studies on Emotions in Teaching and Learning Writing at the College Level Pasubillo (2016) identified reasons that make writing, in particular, a difficult skill for L2 students. First, writing requires learners be familiar with the rudiments of a grammar structure which is different from his/her first language. Second, some learners feel that writing is boring. Lastly, when learners engage in a writing task, they often spend more time agonizing over if what they have written makes sense or not, and if their teacher would accept their writing or subject it to criticism. It seems that L2 writing in the college/tertiary level poses many problems to learners. For instance, many college students are anxious about library research (Mellon, 1986) because the activity is something new to them (Daly & Wilson, 1983). College learners also consider research writing as demanding (Rose, 1980) because of the compulsory nature of the activity (Powers, Cook, & Meyer, 1979). Research question: What are the learners' emotional experiences while writing research in English? Method Participants The item generation part of the study involved 70 undergraduate university students. The validation part of the study had a total of 409 undergraduate university students, 199 (48.66%) were females, 184 (44.99%) males, and 26 (6.35%) did not disclose their gender. All of them were enrolled in a research writing English class at the time of data collection. Their ages ranged from 16 to 21 years (M = 17.93, SD = 1.01). Measure The Emotional Experiences in Research Writing scale was comprised of 39 statements describing college learners' emotional experiences related to their research writing class activities. The learners responded to each statement on a 6-point likert scale from 1 = Not at all true of me, to 6 = Very true of me. The factor structure of the scale is presented in the results section of this paper.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.