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The Effects of Strategy Training on the Use of Global Reading Strategies: Implications from Think-Aloud and Eye-Tracking Data
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Utku Bilici, Ozlem; Subasi, Gonca; Dolgunsoz, Emrah – Turkish Online Journal of Distance Education, 2023
Considering the critical role of reading strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners' use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and think-aloud protocols. The results…
Descriptors: Reading Instruction, Reading Strategies, Protocol Analysis, Eye Movements
EFL Learners' Metacognitive Awareness of Global Reading Strategies and L2 Reading Comprehension Skills: The Efficacy of Reciprocal Teaching
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Bilici, Özlem Utku; Subasi, Gonca – Reading Matrix: An International Online Journal, 2022
Reading has the power and potential to facilitate language learning process and it also plays a critical role in enhancing learners' way of thinking. With reference to the crucial place of reading in the process of language learning, the present study was guided by two concepts, namely reciprocal teaching, and global reading strategies, and it was…
Descriptors: English (Second Language), Second Language Learning, Reading Strategies, Metacognition
Reciprocal Teaching as a Cognitive and Metacognitive Strategy in Promoting Saudi University Students' Reading Comprehension
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Mohamed, Rafik Ahmed Abdelmoati – Open Education Studies, 2023
Reciprocal teaching (RT) involves collaborative dialogue between the teacher and students, with the aim of jointly constructing the meaning from a shared text. This study employs RT as a cognitive and metacognitive set of strategies for enhancing students' reading comprehension and monitoring skills. Thirty-four students were assigned to the RT…
Descriptors: Foreign Countries, Reciprocal Teaching, Metacognition, College Students
Linguistically Responsive Reciprocal Teaching in Primary School: Effectiveness of an Intervention Study on Students' Reading Competence
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Jasmin Decristan; Victoria Bertram; Valentina Reitenbach; Katharina Maria Schneider; Carmen Köhler; Dominique Patricia Rauch – Journal of Multilingual and Multicultural Development, 2024
One shared goal of classroom instruction is to support students' reading competence as a key skill of school success and participation in daily life. Yet, teaching that addresses multilingual students' language-related resources to support reading is rare. In this study, we enriched reciprocal teaching with elements of linguistically responsive…
Descriptors: Intervention, Reading Instruction, Elementary School Students, German
CELL Protocol (Conferring with English Language Learners): Supporting ELLs' Reading Comprehension in Middle Level Education
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Terantino, Joe; Donovan, Sarah – Middle School Journal, 2021
This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs' conversational…
Descriptors: English Language Learners, Reading Comprehension, Reading Instruction, Vocabulary Development
Exploring Undergraduate EFL Students' Perceptions and Experiences of a Moodle-Based Reciprocal Teaching Application
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Chang, Mei-Mei; Lan, Shu-Wen – Open Learning, 2021
This study reports on the use of Moodle as a platform for incorporating the online reciprocal teaching (RT) application into a freshman English Reading course in Taiwan. Data on the 53 students' perceptions and experiences of Moodle-based RT application were collected using a questionnaire, and their actual reading comprehension was measured via a…
Descriptors: Undergraduate Students, Student Experience, Student Attitudes, English (Second Language)
Implementation Quality of Principles of Reciprocal Teaching in Whole-Classroom Settings: A Two-Year Study with Low-Achieving Adolescents
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Okkinga, M.; van Gelderen, A. J. S.; van Schooten, E.; van Steensel, R.; Sleegers, P. J. C. – Reading Psychology, 2021
Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years,…
Descriptors: Reciprocal Teaching, Low Achievement, Adolescents, Grade 7