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Direct linkMežek, Špela; McGrath, Lisa; Negretti, Raffaella; Berggren, Jessica – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback,…
Descriptors: Scaffolding (Teaching Technique), Teaching Methods, Second Language Learning, Second Language Instruction
