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Chapter One The Problem and Its Significance
Abstract and Figures
This is a theoretical background on reading based on my MA thesis.
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This research aimed to figure out the strategies used by the English teachers in teaching reading and how they applied the strategies. This research was designed as descriptive qualitative research. The research was conducted at Junior High School 09 Bengkulu City. Participants of the research were two English teachers who teach in second grade of that school. Each English teacher had eigh meetings that observed by the researcher. The instruments of the research were strategies checklist and interview. The instruments were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages; they were Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The result showed that the teacher one used several strategies in teaching reading comprehension. The strategies were brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process.
Keywords: Reading Comprehension and Teachers’ Strategies.
Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. With that in mind, this study aimed to examine the effect of self-regulation instruction to the intermediate EFL readers on their ability to make within-text inferences while reading. Zimmerman’s model of self-regulation with its three cyclic phases of forethought, performance and self-reflection constituted the theoretical basis of this study. Two intact intermediate classes in an English language institute were randomly assigned to experimental and control groups. The experimental group was trained in self-regulatory processes which were directed at EFL reading comprehension for ten sessions, while the control group received the routine, traditional reading instruction involving pre-, while-, and post-reading tasks and activities. The results of parametric one-way between-group ANCOVA showed that the experimental group outperformed the control group on the post-test of EFL reading comprehension, particularly in term of within-text inferencing. This finding revealed that self-regulation instruction aimed at EFL reading comprehension significantly contributed to learners’ ability to make correct within-text inferences while reading in English as a foreign language.
Self-regulated learning (SLR) is recognized as an important predictor of student
academic motivation and achievement. This process requires students to independently
plan, monitor, and assess their learning. However, few students naturally do this well.
This paper provides a review of the literature including: the definition of SRL; an
explanation of the relationship between SRL and motivation in the classroom; specific
SRL strategies for student use; approaches for encouraging student SRL; and a
discussion of some of the challenges educators might encounter while teaching
students to be self-regulated, life-long learners.
In this paper I discuss the proposal of Dörnyei and colleagues (Dörnyei, 2005; Tseng, Dörnyei, & Schmitt, 2006) to replace the construct of learning strategy with that of self-regulation and thus shift the research focus from specific strategic behaviors to a trait that is seen to underlie them. I argue that before doing so, we need a fuller understanding of what self-regulation entails and how it might intersect with traditional concerns of second language strategy research. To contribute to this understanding, I highlight alternative conceptualizations of self-regulation and then use data from my doctoral research to illustrate one in particular, the COPES model of self-regulated learning (Winne & Hadwin, 1998). This model’s explanatory power is contrasted with that of Dörnyei and colleagues’ conceptualization to show that, depending on the model one adopts, self-regulation is not only compatible with the study of specific strategies but useful for shedding new light on strategy research and integrating it with research in other related areas, such as L2 motivation.
Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students’ academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on academic achievement; however, no meta-analysis studies have been carried out. Purpose of Study: The aim of this study is to calculate the common effect size of empirical and relational studies conducted in Turkey between 2005-2014 that investigated the effect of (or relationship with) self-regulated learning strategies on academic achievement, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and study design. Method: A metaanalytical review method was employed to combine the outcome of independent empirical or relational studies. The studies included in this review were collected from the CoHE National Thesis Archive, ULAKBIM, Google Academic, ERIC, and EBSCO databases. A total of 47 studies were assessed in accordance with the inclusion criteria, and 21 studies were included in this study. Cohen’s d coefficient was calculated for the effect size in this study. Findings and Results: As the heterogeneity among the effect sizes of the studies was high (Q > χ², p <.05), the common effect size was calculated in accordance with the random effects model. As a result of the meta-analysis, it was determined that self-regulated learning strategies had a “large” effect (d = 0.859) on academic achievement. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, study design, and school level. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students’ academic achievement, it is recommended that preservice and inservice teachers should learn how to implement these strategies in their lessons to increase their students’ performance. For this purpose, professional development programs should be designed for teachers.
This research aimed at knowing the standards of teaching reading that have been developed in Egypt at the secondary level through the period (2003- 2015). And to what extent they are in line with the international standards applied in some international systems and achieved high scores in reading level of their students. There is a complaint from the weakness of the secondary schools’ students in reading, and this is, of course, due to standards of teaching reading, for not applying these standards when teaching reading in secondary schools. Consequently, this becomes the main obstacle to success in university; for not having the right understanding of what they read in the non-linguistic courses. To achieve the objectives of the research, the historical method was used; where access to primary and secondary sources about standards of teaching reading in the secondary schools in Egypt in the period (2003- 2015), then analysis and interpretation had been done to reach the most important developments during this time period. Then a description of some international experiences, namely: some states in USA (New Jersey- North Carolina- Pennsylvania), standards of International “Ila”, New Zealand, Qatar, and the United Arab Emirates, had been done in order to determine their applicability in the Egyptian educational system. Finally, the research submitted a proposal for the standards of teaching reading in Egypt in the light of the results of historical study and the analyses of the international experiences, putting in consideration the Arabian culture, the requirements of the Egyptian society, and the characteristics and needs of secondary schools’ students in Egypt.
DOI: 10.5901/ajis.2016.v5n3s1p504
By exploring the linguistic and contextual factors that cause problems for Japanese readers of EFL, this essay adds support to the sociocontextualists’ side of the ongoing debate regarding the scope of SLA research – that is, should SLA research be limited to the study of language use or should it include language-learning in context? In support of a more global approach, linguistic factors and contextual factors that cause Japanese readers difficulty are explored, including differences in orthography, morphology, orthographic depth, and phrasal structure, as well as ethnocentric influences, enculturated writing patterns, non-motivating classrooms, and enculturated learning strategies. Since Japanese readers are affected, not only by linguistic factors, but social factors as well, both linguistic and contextual factors should be considered when teaching and researching second language acquisition. 本論は外国語としての英語学習（EFL）環境にある日本人の読解に関する問題の原因となる言語学的・状況的要因を調査する。さらに、第2言語習得（SLA）研究は言語使用の研究に限定されるべきか、状況に応じた言語学習も含めて行うべきかという昨今の議論において、「社会的文脈」派の立場を支持する。本論ではより包括的なアプローチで、正字法、形態論、正字法深度、句構造等の違いに加え、自文化中心主義の影響、文化適応したライティングパターン、動機づけの低い教室、文化適応した学習ストラテジー等、日本人の読解に関する問題の原因となる言語学的・状況的要因を検討する。日本人の読解力は言語学的要因だけではなく社会的要因からも影響を受けているので、第2言語習得を指導研究する際には、言語学的・状況的要因を考慮すべきである。
Background:
An educational method gaining acceptance in health profession's training is mastery learning. Mastery learning requires learners to demonstrate essential knowledge and skills measured against rigorously set standards without regard to time. The key elements of mastery learning include focus on a single subject, short curricular blocks, setting specific objectives, using frequent feedback, deliberative practice, and demonstrating mastery before moving onto the next subject. Roseman University of the Health Sciences College of Pharmacy (COP) developed and delivered an accelerated mastery learning curriculum designed to develop knowledge and skills through active learning.
Methods:
The COP uses a mastery model for its PharmD program. The didactic curriculum is divided into 2-week assessment blocks focusing on a single subject. Students must demonstrate mastery, defined as ≥90% on an assessment, to pass a block. Students failing a block assessment receive feedback and a second opportunity to pass. Students failing their repeat assessment continue onto the next block, but require summer remediation before moving onto the next year.
Results:
National pass rates for the US pharmacy board examination ranged between 92.6% and 96.9% during the 2010-2015 period, while the COP scores ranged from 93.0% to 99.0% and fell below national pass rates on only one occasion. The attrition rate was 6.5%, below the national rate of 10.8%. Students reported an overall satisfaction with their education of 3.82 (Likert scale 1-5) and 4.04 for the block system.
Discussion:
Overall, the Roseman University mastery model is successful. Students report high levels of satisfaction and outcomes on examinations and attrition compares favorably to national averages.