The Development of a Reflective Teaching Model for Reading Comprehension in English Language Teaching

Oo, Tun Zaw; Habók, Anita

doi:10.26822/iejee.2020.178

Cited by 15 publications

(24 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The RBRT approach involves two main functions: reflection using Oo and Habók's (2020) reflective teaching model for reading comprehension, and the reciprocal teaching method. Therefore, this combined approach can provide the teachers and students with many benefits of both functions.…”

Section: Discussionmentioning

confidence: 99%

“…We confirm that the RBRT approach is more effective than other traditional strategies in teaching reading comprehension. Actually, as reflection can promote transformative learning, Oo and Habók's (2020) reflective teaching model is shown to be useful for ELT teachers. As for future research in teaching reading comprehension, any kind of teaching methods can be used in the framework of a reflective teaching model and allow teachers to examine their effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…In the case of reading comprehension, some research (Suwanto, 2014;Walker, 2008;Yang, 2016) mentioned that this is a complex context involving reader, strategy, text, and task, which teachers should consider during the instructional process. Based on these two main conceptual reviews (reflective teaching process and reading comprehension process), we developed a reflective teaching model for reading comprehension, which is shown in the following conceptual framework (Oo & Habók, 2020).…”

Section: Reflective Teaching Model For Reading Comprehensionmentioning

confidence: 99%

“…1). According to Oo and Habók (2020), that instructional model comprises four main steps: planning, acting, reflecting, and evaluating. In this reflective model, the teacher applies the reciprocal teaching method to encourage students' English reading comprehension achievement.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

Magyar

Habók

2021

Asia Pacific Educ. Rev.

Self Cite

View full text Add to dashboard Cite

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. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Reflective Teaching Model For Reading Comprehensionmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

Magyar

Habók

2021

Asia Pacific Educ. Rev.

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this paper, an objective analysis method is used for the image results. Since the results are judged subjectively mainly by observing the image detail information and image quality and its criteria are influenced by the observer's state, they are not used [15]. The objective criteria are compared concerning image contrast, image standard deviation, and image mean gradient, the processing time of the i5 processor with a main frequency of 2.6 GHz is added for reference, and this reference time also includes the time of reading the image cache at the beginning of the project.…”

Section: Three-dimensional Anisotropic Diffusion Equationmentioning

confidence: 99%

A Three-Dimensional Anisotropic Diffusion Equation-Based Video Recognition Model for Classroom Concentration Evaluation in English Language Teaching

Liu

2021

Advances in Mathematical Physics

View full text Add to dashboard Cite

In this paper, a three-dimensional anisotropic diffusion equation is used to conduct an in-depth study and analysis of students’ concentration in video recognition in English teaching classrooms. A multifeature fusion face live detection method based on diffusion model extracts Diffusion Kernel (DK) features and depth features from diffusion-processed face images, respectively. DK features provide a nonlinear description of the correlation between successive face images and express face image sequences in the temporal dimension; depth features are extracted by a pretrained depth neural network model that can express the complex nonlinear mapping relationships of images and reflect the more abstract implicit information inside face images. To improve the effectiveness of the face image features, the extracted DK features and depth features are fused using a multicore learning method to obtain the best combination and the corresponding weights. The two features complement each other, and the fused features are more discriminative, which provides a strong basis for the live determination of face images. Experiments show that the method has excellent performance and can effectively discriminate the live nature of faces in images and resist forged face attacks. Based on the above face detection and expression recognition algorithms, the classroom concentration analysis system based on expression recognition is designed to achieve real-time acquisition and processing of classroom images, complete student classroom attendance records using face detection and face recognition methods, and analyze students’ concentration from the face integrity and facial expression of students facing the blackboard by combining face detection and expression recognition to visualize and display students’ classroom data for teachers, students, and parents with more data support and help.

show abstract

Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities

Gebremariam,

Sisay

2024

Interchange

View full text Add to dashboard Cite

The Development of a Reflective Teaching Model for Reading Comprehension in English Language Teaching

Cited by 15 publications

References 22 publications

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

A Three-Dimensional Anisotropic Diffusion Equation-Based Video Recognition Model for Classroom Concentration Evaluation in English Language Teaching

Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities

Contact Info

Product

Resources

About