Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups

Schünemann, Nina; Spörer, Nadine; Völlinger, Vanessa A.; Brunstein, Joachim C.

doi:10.1007/s11251-017-9409-1

Cited by 25 publications

(20 citation statements)

References 40 publications

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“…As several studies have assessed the effect of RT on non-Arabic EFL students' skills and attitudes (e.g., Mandel et al, 2013;Schünemann et al, 2017), the current study predicts similar findings among high school Arabic speakers.…”

Section: Research Questionsupporting

confidence: 74%

“…Palincsar and Brown (1984) conducted two studies on different groups of the same age (seventh grade) at separate times, and revealed the beneficial effect of RT strategies on pupils' reading comprehension skills in different subjects. Many studies have since been carried out to examine the effectiveness of RT on the comprehension of participants of different age groups (Liu & Bu, 2016;Pilten, 2016;Reichenberg & Kent, 2014;Schünemann, Spörer, Völlinger & Brunstein, 2017;Sheng-Shiang & Hui-Chin, 2018). A quasi-experimental study carried out in Sweden by Reichenberg and Kent (2014) suggests that RT improves third-grade students' comprehension, while similar results with elementary students were found by Pilten (2016) in Turkey and Schünemann, Spörer, Völlinger and Brunstein (2017) in Germany.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

Qutob¹

2020

AWEJ

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This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students' attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students' perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students' performance and considering implementing RT with the use of technology in English as foreign language (EFL) classrooms.

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Section: Research Questionsupporting

confidence: 74%

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

Qutob¹

2020

AWEJ

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“…First, when students assess and reflect upon their own work, they develop awareness of strengths and weaknesses, leading to SRL skill development (Chang et al, 2016). Students' SRL skills can also be furthered with peer co‐learning (e.g., group projects, discussions, or peer feedback; Schünemann et al, 2017). This is because students may be able to collectively accomplish tasks that exceeded their skills individually.…”

Section: Learning Events That Teachers Design For Studentsmentioning

confidence: 99%

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

Callan

Longhurst

Ariotti

et al. 2020

Psychology in the Schools

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There are many practices that educators can use to develop self‐regulated learning (SRL); however, an organizational framework for cataloging SRL supportive practices that also identifies empirical support for those practices is lacking. The purpose of this manuscript is to provide such guidance by developing the settings, exchanges, and events (SEE) framework, and guide its use. Literature review and expert feedback led us to identify three categories of SRL supportive practices including (a) creating a learning setting that is conducive to SRL, (b) fostering adaptive learning exchanges between educators and learners that foster SRL, and (c) creating events that provide opportunities to utilize SRL skills. The SEE framework is beneficial to educators because it organizes SRL supportive practices and can facilitate professional development trainings. The SEE framework can also support educational researchers interested in embedding SRL within classrooms. Specifically, the SEE framework provides an initial structure of practices that can initiate discussions among researchers and be tested and elaborated upon. Moreover, the SEE framework can assist researchers in the development of tools to support classroom observation and consultation.

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“…In this way, information about successful peers can serve as a model that facilitates the development of study strategies and behavioral engagement, an effect most often observed in smaller courses where peers and instructors have more opportunities to interact (e.g. Azevedo and Hadwin 2005;Schünemann, Spörer, Völlinger, &Brunstein, 2017, Schunk andZimmerman 2007;Spörer and Brunstein 2009). During reciprocal learning interactions, students observe what their successful peers are doing, and they make changes to their approach (Schünemann, Spörer, Völlinger, & Brunstein, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Azevedo and Hadwin 2005;Schünemann, Spörer, Völlinger, &Brunstein, 2017, Schunk andZimmerman 2007;Spörer and Brunstein 2009). During reciprocal learning interactions, students observe what their successful peers are doing, and they make changes to their approach (Schünemann, Spörer, Völlinger, & Brunstein, 2017). There may very well be a social component to the development of individual study strategies (Schunk & Zimmerman, 1997).…”

Section: Introductionmentioning

confidence: 99%

Implementing online personalized social comparison nudges in a web-enabled coaching system

Brown

Schiltz

Derry

et al. 2019

The Internet and Higher Education

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Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups

Cited by 25 publications

References 40 publications

The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

Implementing online personalized social comparison nudges in a web-enabled coaching system

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