Bibliografia publikacji pracowników
Państwowej Szkoły Wyższej w Białej Podlaskiej
Baza tworzona przez Bibliotekę Akademii Bialskiej im. Jana Pawła II.
Zapytanie: RECIPROCAL READING
Liczba odnalezionych rekordów: 2
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Streszczenie: The paper sets out to explore the issue of students' strategic ability of learning from disciplinary texts in tertiary education settings. While performing reading tasks, students acquire or restructure subject-area knowledge as well as improving conceptual resources and literacy skills indispensable for their academic attainment. The so-called reciprocal reading instruction promotes the adoption of a procedure in which students are required to generate their own text-based questions, then ask and answer them in pairs. The exploratory case study reported in this paper aimed to examine the performance of advanced Polish students of English during ten reciprocal reading sessions, part of a subject-specific course. The analysis of the collected data focused on selected aspects of the students' question-generating behaviour. Additionally, the data obtained from a semi-structured interview were scrutinized in order to find out how the students evaluated their task performance. The paper finishes with a discussion of the implications of the study for the use of student-generated questions and reciprocal reading tasks in enhancing disciplinary knowledge and academic literacy skills.
2/2
Nr opisu: 0000039347
Autorzy: Anna Kiszczak, Halina Chodkiewicz.
Tytuł pracy: Text-based Student Questioning in EFL Settings: Long-term Strategy Implementation in Reciprocal Reading Tasks and Its Perceptopn
Tytuł czasopisma:
Szczegóły: 2019, Vol. 5 (2), p. 39--57
p-ISSN: 2450-5455
e-ISSN: 2451-2125
Charakterystyka formalna: artykuł w czasopiśmie polskim
Charakterystyka merytoryczna: artykuł oryginalny naukowy
Charakterystyka wg MNiSW: artykuł w czasopiśmie bez IF (wykaz MEiN)
Język publikacji: ENG
Punktacja ministerstwa: 40.000
Praca recenzowana
Słowa kluczowe ang.: academic reading ; reciprocal reading ; students' generated questions ; strategy training
Uwaga: Kopia dostępna w Sekcji Bibliometrii.
Streszczenie: It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students' actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students' perceptions regarding the instruction routines they participated in were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students' reading and learning achievement.
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