Research-based Teaching Comprehension Strategies: Bridging the Gap

Mudzielwana, Ndileleni Paulinah

doi:10.4304/jltr.4.2.317-327

Cited by 4 publications

References 27 publications

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A Research-Based Teaching Model in ESL Reading Course at University Level: A Critical Thinking Perspective

Wang¹

2016

Proceedings of the 2nd Annual International Conference on Social Science and Contemporary Humanity Development

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Abstract. Studies indicate that teachers with research-based teaching conceptions are more likely to implement practices involving students to think independently and critically. This thesis tries to make a theoretical study of the research-based teaching model to help foster students' critical thinking while reading in English. According to the author, three elements are important in facilitating this learning, namely, teaching philosophy, teachers and learning context. Specifically, this paper probes the important teaching and learning strategies in terms of teachers' behaviour. At the end of the article, a conclusion is made that learning outcome can be improved with adoption of a variety of teaching methods in reading course.

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A Research-Based Teaching Model in ESL Reading Course at University Level: A Critical Thinking Perspective

Wang¹

2016

Proceedings of the 2nd Annual International Conference on Social Science and Contemporary Humanity Development

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Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context

Van¹,

Phu²,

Lien³

et al. 2020

IJISRT

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This study aims to explore the effectiveness of cognitive reading strategies in primary school teacher training curriculum. Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study seeks to investigate the impact of cognitive strategies training on students’ reading comprehension. Findings from the study showed that cognitive strategies training incorporated into a primary school teacher training course could improve pre-service teachers’ reading performance. It is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage.

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The Effectiveness of Negotiating Meaning on EFL Learners According to Specialists Point of View

Ahmed¹,

Sultan²

2023

J.A.A

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Learning strategies and methods provide EFL learners opportunity to explore their knowledge, organize, compare and contrast information. To develop their skills, many teachers want their learners to be activated in classroom. Learners EFL are also in trouble to produce effective written texts that comply with the appropriate content, the organization, use those learner voice or precision, vocabulary and other mechanisms. In addition, students adequately improve their academic writing skills with the conventional learning methods like negotiations method.The current study aims at finding out whether using negotiations enhancing students’ ability in learning meaning or not.This study hypothesized that there is no statistically significant difference between the mean scores of the experimental group that is taught by negotiation of meaning and the control group which is taught by ordinary method.It is concluded that negotiation of meaning has a great significant effect on the mean score of the third stage of university learners in learning English by doing negotiations tasks.

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Research-based Teaching Comprehension Strategies: Bridging the Gap

Cited by 4 publications

References 27 publications

A Research-Based Teaching Model in ESL Reading Course at University Level: A Critical Thinking Perspective

A Research-Based Teaching Model in ESL Reading Course at University Level: A Critical Thinking Perspective

Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context

The Effectiveness of Negotiating Meaning on EFL Learners According to Specialists Point of View

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