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Plakans, Lia; Gebril, Atta – Assessing Writing, 2012
An increasing number of writing programs and assessments are employing writing-from-sources tasks in which reading and writing are integrated. The integration of reading and writing in such contexts raises a number of questions with regard to writers' use of sources in their writing, the functions these sources serve, and how proficiency affects…
Descriptors: Undergraduate Students, Protocol Analysis, Writing Skills, Reading
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Zydney, Janet Mannheimer; deNoyelles, Aimee; Seo, Kay Kyeong-Ju – Computers & Education, 2012
The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a protocol for the same discussion about a complex reading. Analysis of the data revealed that the online protocol more evenly…
Descriptors: Distance Education, Inquiry, Asynchronous Communication, Educational Technology
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Gurses, Meral Ozkan; Adiguzel, Oktay Cem – Journal of Education and Learning, 2013
This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…
Descriptors: Learning Strategies, Teaching Methods, Reading Comprehension, Reading Achievement
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Corbeil, Giselle – Canadian Modern Language Review, 1998
A study analyzed the second-language essays of seven anglophone and one French-speaking Quebec university students enrolled in a literature course by using a cognitive-metacognitive framework developed for mathematical problem-solving and a think-aloud protocol. Results indicate the framework, with some adjustments, is a reliable tool for…
Descriptors: Discourse Analysis, Essays, Foreign Countries, Higher Education