Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organizers in facilitating EFL learners’ comprehension of an animation-based content lesson

Lin, Huifen; Chen, Tsuiping

doi:10.1016/j.system.2006.04.008

Cited by 28 publications

(18 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Researchers have commonly investigated what kind of reading strategies L2 learners utilize in the reading process (e.g., Chinwonno, 2001;Huang, Chern, & Lin, 2009;Lin & Chen, 2006) and have found out the extent of their influence on L2 learners' reading comprehension. Several reading strategies have proved to be influential in advancing L2 learners' reading comprehension (Anderson, 2003;O'Malley & Chamot, 1990;Oxford, 1990Oxford, , 2001, which include cognitive strategies such as repeating what one has learned, identifying and applying regular patterns (i.e., identifying core sentences), as well as getting main ideas quickly by skimming and scanning texts.…”

Section: Learning Strategiesmentioning

confidence: 99%

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Dehghanpour¹,

Hashemian²

2015

ELT

View full text Add to dashboard Cite

Applying new technologies with their effective potentials have changed education and, consequently, the L2 teacher role. Coping with online materials imposes the necessity of employing Web-based approaches in L2 instruction. The ability to use reading strategies in a Web-based condition needs sufficient skill which will be fulfilled if it is integrated in pedagogy. The main focus of the present study was to investigate the efficiency of teaching reading strategies in a Web-based condition to Iranian EFL learners. Thirty L2 learners at upper-intermediate level from an English institute in Isfahan were selected as the experimental group. The group received a 20-hr reading strategy training in Web-based condition. Participants were taught 4 general reading strategies which were practiced through 3 stages of cognitive theory: cognitive, associative, and autonomous proposed by Anderson (1993). The instruments included a pre/posttest of hypertext reading comprehension, a pre/posttraining questionnaire for assessing the participants' familiarity with general reading strategies, a pre/posttest of reading comprehension, and an attitude questionnaire towards Web-based reading strategy instruction. Findings indicated that after reading strategy program, the participants' frequent usage of each reading strategy increased significantly and, consequently, they performed better at the reading tasks in Web-based and conventional conditions. Furthermore, the group had positive attitudes towards Web-based reading strategy instruction.

show abstract

Section: Learning Strategiesmentioning

confidence: 99%

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Dehghanpour¹,

Hashemian²

2015

ELT

View full text Add to dashboard Cite

show abstract

“…Studies carried out by Lin and Chen (2006) and Adejumo (1992) revealed that Advanced-organizers were of facilitative effects on student achievement than the No-Advanced-Organizer group. However there are still controversies on the effects of advanced organizers on achievement and retention of scientific concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of advanced organizers on attainment and retention of students’ concept of gravity in Nigeria

Atomatofa

2013

IJRSET

View full text Add to dashboard Cite

This study on the effects of advanced organizers on attainment and retention of students' concept of gravity in Nigeria was carried out to find out the efficacy of using advanced organizers to teach students the concepts of gravitation, weightlessness and space travels which are topics the students of junior secondary one have not been previously taught. 80 junior secondary one students from two secondary schools in Delta state Nigeria were used for the study. The students were grouped into two; the advanced-organizer and control group.The exercise took place in six weeks. The advanced organizers were given before each of the four lessons to those in the experimental groups while those in the control had no organizers; they were only taught lessons same with the students in the experimental groups. The dependent variables are the students' attainment and students' retention of the concept of gravity while the independent variable are the advanced organizers. Two research hypotheses and two research questions were stated. Using simple descriptive statistics and t-test statistical analysis the two hypotheses were rejected because there were significant differences in the attainment and retention of concepts of gravity by students in favor of the advanced organizer group. Based on the results educational implications and conclusions were stated.

show abstract

“…Previous research (Anderson, 1993;Boatman, & Long, 2010;Eskenazi & Folk, 2015;Gruenbaum, 2012;Lai, Li, & Amster, 2013;Lin & Chen, 2006;Schwartz, 1984;Springer, Wilson, & Dole, 2015;Thomas & McDaniel, 2007) highlighted the problems that students faced in reading effectively, which included: a limited knowledge background about various topics; inability to process information; weak reading comprehension skills; failure to construct new knowledge; limited vocabulary; lack of reading strategies such speed, scanning, skimming, and summarizing; inability to infer the meanings; and limited interaction with the texts. Other barriers include students' attitudes and motivation, and ineffective teaching methodologies that foster higher order thinking.…”

Section: Barriers To the Efficacy Of Reading Proficiencymentioning

confidence: 99%

A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

Madkour¹

2016

IJEL

View full text Add to dashboard Cite

This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students' reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teaching methodologies. The second phase was based on identifying the problems that affect students' English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students' weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35 students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students' reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students' reading skills. The test is designed by Board College in USA, which is a specialized agency in college students' exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text's purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students' proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern techno...

show abstract

Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organizers in facilitating EFL learners’ comprehension of an animation-based content lesson

Cited by 28 publications

References 25 publications

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Effects of advanced organizers on attainment and retention of students’ concept of gravity in Nigeria

A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

Contact Info

Product

Resources

About