Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study

Abstract

Studies have shown that inferential questions encourage a more in‐depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth‐grade students’ (13‐ to 14‐years old) ability to answer intra‐ and intertextual inferential questions when they read one or multiple complementary texts. The intervention was implemented by a group of middle‐school history teachers. Teachers in both the intervention and control groups (IG and CG, respectively) taught the same teaching unit using the same reading materials. However, teachers in the IG participated in 12 hours of professional development seminars on analysis of their classroom practice and how to improve their questioning strategies. Post‐intervention results revealed that students in the IG were significantly better than those in the CG at answering intra‐ and intertextual inferential questions. This difference was maintained at follow‐up (2 months after finishing the intervention). Students in the IG also performed better than those in the CG at a learning test. These results confirm the value of teaching students how to answer complex questions, especially when they refer to more than one text. The findings also support the value of the professional development program that enables teachers to reflect on their practice.

Interactive and social reading intervention in design-based research

“…Many previous studies confirm that RTS is an effective reading strategy that significantly supports reading comprehension (Ahmadi, 2016;Cockerill et al, 2022;Dew et al, 2021;Hamdani, 2020;O'Hare et al, 2019;Pilten, 2016;Rojabi, 2021;Thurston et al, 2020). In addition, as in RTS, students read better in learning processes used by inquiry strategies (Ahmadi et al, 2021;Ariawan, & Winoto, 2021;Brown, & Pyle, 2021;Bui et al, 2021;Castells et al, 2021;Liu, 2021;Parjan, & Mohamad, 2021;Stuckelman et al, 2022).…”

“…They even gave feedback to their peers. It was observed that the reading processes in which questioning strategies were used were more effective, and the readers achieved better reading scores (Ahmadi et al, 2021;Ariawan, & Winoto, 2021;Brown, & Pyle, 2021;Bui et al, 2021;Castells et al, 2021;Liu, 2021;Parjan, & Mohamad, 2021;Stuckelman et al, 2022). The explanation phase included teacher support.…”

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“…Kemampuan peserta didik dalam memilih informasi untuk menjawab pertanyaan berpengaruh besar dalam soal literasi membaca. Peserta didik yang memiliki kemampuan literasi membaca lebih baik akan menggunakan strategi pemilihan informasi berbasis ide, sedangkan peserta didik dengan kemampuan rendah akan terdorong menggunakan strategi memilih informasi yang tidak sesuai dengan mencocokan kata (Castells et al, 2022). Kemampuan memilih dan memahami informasi berpengaruh terhadap strategi menjawab pertanyaan dan mengaitkannya dengan konsep yang telah dimiliki (Cerdán et al, 2011).…”

Exploring the Impact of AI on The EFL Context: A Case Study of Saudi Universities

“…In most circumstances, human intelligence progression is only possible with the assistance of other individuals. One indication of the success of a teacher's instruction is if their students' written work improves while taking English as a Foreign Language classes (Castells et al, 2022& Guo et al, 2021. Due to the limited amount of time allotted for schooling, teachers cannot provide students with support at any stage of their academic careers.…”