Collaborative Strategic Reading with University EFL Learners

Zoghi, Masoud; Mustapha, Ramlee; Maasum, Tengku Nor Rizan Bt Tengku Mohamad

doi:10.1080/10790195.2010.10850336

Cited by 29 publications

(30 citation statements)

References 20 publications

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“…This is because the way the instructor provided feedback in a positive and encouraging manner did not hinder their interest to learn. This affirms the study by Zoghi et al (2010), Berne and Clark (2006) on group work. In addition, the students in the study were no longer afraid to pose question to the instructor because she provided feedback willingly.…”

Section: Motivation To Readsupporting

confidence: 67%

Fostering reading comprehension skill among ESL tertiary level students through discourse engagement

Rahim

2017

Int. j. adv. appl. sci.

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This exploratory study presents how ESL tertiary level students' reading comprehension skill can be fostered when students were given the opportunity to share their thoughts in reading through discourse engagement. The purpose was to explore how by considering discourse as a strategy to facilitate the student's reading comprehension skill. The students were given opportunities to share their understanding and thoughts as they pen their ideas in a form of a letter with their peers. A class consisting of 20 third year degree students participated in this qualitative case study. Data were collected through class observations, semi-structured interviews and documents. The data were analyzed using the constant-comparative method. Findings showed that the students appreciated the opportunities to interact with the printed texts with their peers and the instructor. The experience does not only facilitate the student's reading comprehension skill but also enable them to strengthen their identity as readers. The research highlights the potential value of considering discourse engagement as a strategy in fostering student's reading comprehension skill.

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Section: Motivation To Readsupporting

confidence: 67%

Fostering reading comprehension skill among ESL tertiary level students through discourse engagement

Rahim

2017

Int. j. adv. appl. sci.

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“…Moreover, in reaching a decision on whether to make use of individual or collaborative learning activity, the level of the cognitive capacity of the learner play the key determining factors [22]. The considerable inclination of the students for collaborative learning and learning to indicate the effectiveness of social media support collaborative learning (SSCL) outcomes [23].…”

Section: Related Workmentioning

confidence: 99%

Social Media Use (SMU) for Teaching and Learning in Saudi Arabia

Alyoussef¹,

Alamri²,

Al-Rahmi³

2019

IJRTE

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Abstract: This research aims to explore the factors of teaching and learning measurement through using social media, incorporating the literature of social media adoption on resource sharing, collaborating and communicating for educational purpose. The current research explore factors that perceived usefulness (PU), perceived ease of use (PEU), attitude toward use social media use have certain influence on adoption of resource sharing, collaboration and communication for educational use. Therefore, resource sharing, collaboration and communication influence educational use, while educational use influences PU, PEU, SMU and attitude toward the use (AT) of SMU for teaching and learning. Both the processes of collecting and analyzing the data followed the quantitative method. The main tool of data collection was a questionnaire that has been distributed among 236 students using stratified random sampling technique. The view of the students and their implication of social media use for teaching and learning were solicited through the questionnaire. The Statistical Package for the Social Sciences (SPSS) was used as the main tool in the process of data examination. The results of this research were related to two main constructs: teaching and learning as well as educational use.According to the results, it appears that perceived usefulness, perceived ease of use, attitude toward use, and social media are considered powerful determinants of the former while resource sharing, collaboration and communication were significant indicators of the latter. Educational use, PU, PEU, AT succeeded in explaining 74.9% of SMU for teaching and learning.

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“…In another study with English as a foreign language (EFL) learners, Zoghi, Mustapha, Maasum, and Mohd (2010) found that EFL learners have positive attitudes towards collaborative strategies of reading. Annamma et al, (2011) interviewed 17 middle school teachers.…”

Section: The Effectiveness Of Csrmentioning

confidence: 99%