Online reading strategy guidance in a foreign language

Bouvet, Eric; Close, Elizabeth

doi:10.2104/aral0607

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…There are also likely to be linguistic and educational‐conceptual features amongst NESB and international students that motivate them to spend more time engaging with learning materials. Reading academic texts in a foreign language involves not only high‐level comprehension, interpretation and analytic skills but also conversance in discourse models, argumentative styles and rhetorical devices that may be culturally‐specific to academic contexts in the English‐speaking world and possibly very different from those practised in non‐Anglophone academic cultures (see Bouvet and Close, 2006). Engagement with such materials requires more of the NESB and international students' time in order for them to attain the high‐level, active language skills and standard of academic prose comparable to those of their ESB classmates (see Flaitz, 2003).…”

Section: Resultsmentioning

confidence: 99%

“…In addition to asynchronicity, the ready accessibility of learning materials in electronic form can make them the preferred choice for students with fewer available hours for on‐campus attendance. Further, electronic materials containing language extension content are found to augment students' learning outcomes (Bouvet and Close, 2006). The asynchronous nature of online education can provide for different forms of collaborative learning.…”

Section: Non‐study Commitmentsmentioning

confidence: 99%

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Time allocations for study: evidence from Arts students in Australia

Hlavač

Peterson²,

Piscioneri³

2011

Education + Training

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PurposeThe primary purpose of this paper is to compare time availability and its allocation amongst Arts students. In addition it aims to match time availability and use with informants' resource preferences and the variables of language background and residential status.Design/methodology/approachA sample of 109 students completed quantitatively‐based electronic and paper‐copy surveys. Empirical data from primary informants form the basis of analysis.FindingsThe paper finds that over 90 per cent of informants have non‐study commitments and over half have commitments of six or more hours per week. The largest single group (35 per cent) has obligations of six to 14 hours per week. There is only a weak correlation between a higher number of commitments a lower amount of “out‐of‐class” time to engage with study obligations. Conversely, fewer extra‐curricular obligations does not automatically lead to a higher number of hours devoted to study. Differences in resource use are small: paper copy resources are universally popular, regardless of time commitments and allocations. Non‐English‐speaking background and international students tend to have fewer non‐study commitments and devote more time to study in general than English‐speaking background and local informants.Research limitations/implicationsResearch covers one of full‐time student informants' four units and does not elicit responses from all units studied by informants.Originality/valueWhile employment has been examined as a factor affecting student performance and time availability, few studies have matched time availability and declared time allocations to study. Further, time availability as a key feature of academic study is matched against variables highly relevant to today's student populations: resource mode use; language background; and residential status.

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Section: Resultsmentioning

confidence: 99%

Section: Non‐study Commitmentsmentioning

confidence: 99%

Time allocations for study: evidence from Arts students in Australia

Hlavač

Peterson²,

Piscioneri³

2011

Education + Training

View full text Add to dashboard Cite

show abstract

“…However, a reader also needs to have sufficient vocabulary knowledge and the knowledge of how to make the sentences and how to process the information obtained from the passage with prior knowledge (Koda, 2007). As a result, linguistic knowledge, world knowledge, personal experiences, and necessary strategies are all essential factors to comprehend a text (Bouvet & Close, 2006). Grabe (2002) argued that "reading for comprehension is the primary purpose for reading " (p. 277).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

Valizadeh

2021

education

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This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners’ in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,based on the results of the Oxford Quick Placement Test. The whole treatment/control period lasted for 20 sessions during 10 weeks on a Reading course. The experimental group (n = 26) received instruction in reading strategies (i.e., previewing, finding the main idea, scanning, identifying examples, identifying definitions, identifying time and sequence words, reading numerical tables, making inferences, reading statistical tables, distinguishing fact from opinion) and the control group (n = 25) received instruction based on traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).Data were collected via a reading proficiency test. The result of the independent samples t-test showed that the experimental group significantly outperformed the control one.

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Literature in Language Education: Exploring EFL Learners’ Literary Competence Profiles

Calafato,

Hunstadbråten

2024

English Teaching & Learning

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Literary competence is a critical component of foreign language education and has far-reaching implications for language learners’ linguistic and cultural development. This article reports on a study that examined how the receptiveness to literature, immersion, reading strategies, need for structure, and information processing of 72 English as a foreign language (EFL) learners in upper-secondary schools predicted their literary competence. The study adopted a mixed-methods approach, including a scored assessment of learners’ EFL literary competence via a cooperative argumentative dialogue (CAD) involving four short stories, post-CAD group interviews, reading logs, and an online questionnaire. The results revealed that participants had significantly higher levels of interpretative and empathic competence than aesthetic-stylistic and cultural-discursive competence. They also tended to favour problem-solving and global reading strategies, which negatively correlated with their literary competence. Meanwhile, their ability to process information analytically and systematically positively moderated the relationship between their receptiveness to literature and their literary competence.

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Online reading strategy guidance in a foreign language

Cited by 6 publications

References 12 publications

Time allocations for study: evidence from Arts students in Australia

Time allocations for study: evidence from Arts students in Australia

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

Literature in Language Education: Exploring EFL Learners’ Literary Competence Profiles

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