Abstract:This study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials… Show more
“…While they read, they continuously monitor their understanding and link the information they are reading to their prior experience and knowledge. After reading, they reflect on their ideas and extend their understanding of the text ( Baker and Boonkit, 2004 ; Habók and Magyar, 2019 ; Oo et al, 2021 ). Habók and Magyar (2019) found moderate correlations between reading strategy use and reading test results.…”
Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this research is to examine and explore the relationship between first-year full-time undergraduate students’ (N = 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement. The majority of the participants reported that they usually or always employ learning strategies, with the most preferred strategy type being the control strategy. The structural model shows that language learning, and knowledge acquisition and application are strongly interrelated; moreover, the level of use of memorization and elaboration strategies directly affects both knowledge acquisition and application skills. This suggests that EFL learning significantly influences the development of knowledge acquisition and knowledge application, which are essential in a range of areas in education and society today.
“…While they read, they continuously monitor their understanding and link the information they are reading to their prior experience and knowledge. After reading, they reflect on their ideas and extend their understanding of the text ( Baker and Boonkit, 2004 ; Habók and Magyar, 2019 ; Oo et al, 2021 ). Habók and Magyar (2019) found moderate correlations between reading strategy use and reading test results.…”
Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this research is to examine and explore the relationship between first-year full-time undergraduate students’ (N = 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement. The majority of the participants reported that they usually or always employ learning strategies, with the most preferred strategy type being the control strategy. The structural model shows that language learning, and knowledge acquisition and application are strongly interrelated; moreover, the level of use of memorization and elaboration strategies directly affects both knowledge acquisition and application skills. This suggests that EFL learning significantly influences the development of knowledge acquisition and knowledge application, which are essential in a range of areas in education and society today.
“…In other words, reflective teaching is a retrospective method for teachers to explore instructional effectiveness and weakness and to modify the context to create more effective instruction ( Afshar and Farahani, 2015 ; Valdez et al., 2018 ). Therefore, Oo et al. (2021) suggested the reflective teaching model (involving four stages— planning , acting , reflecting , and evaluating ) to qualify the instructional context for reading comprehension (involving reader, strategy, text, and task).…”
Section: Literature Reviewmentioning
confidence: 99%
“…In this study, we applied the Reflection-Based Questioning Strategy (RBQA) in which the questioning strategy was utilized within the framework of the Reflective Teaching Model for Reading Comprehension, RTMRC ( Oo and Habók, 2020 , p. 133; Oo et al., 2021 , p. 4), based on teachers’ planning , acting , reflecting , and evaluating the instructional context of reader, strategy, text, and task ( Figure 1 ). Figure 1 Reflective Teaching Model for Reading Comprehension (RTMRC).…”
Section: Literature Reviewmentioning
confidence: 99%
“… Figure 1 Reflective Teaching Model for Reading Comprehension (RTMRC). Source : Adapted from Oo et al. (2021, p. 4) .…”
Section: Literature Reviewmentioning
confidence: 99%
“…To ameliorate questioning strategy’s weaknesses, Oo et al. (2021) suggested that the reflective teaching model for reading comprehension (RTMRC) be used to qualify method-centered teaching.…”
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