{"title":"Comprehension monitoring across languages – The effect of online feedback","authors":"Lilach Temelman-Yogev, Anat Prior, Tami Katzir","doi":"10.1016/j.learninstruc.2024.101928","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Reading and comprehending texts is challenging for students in higher education, especially when reading in English as a foreign language (EFL). An important component of efficient reading comprehension is the ability to accurately self-monitor understanding and performance, though most readers are not accurate at monitoring their comprehension.</p></div><div><h3>Aims</h3><p>This study investigated whether online, immediate and repetitive feedback on the process of calibration of comprehension, can improve comprehension monitoring when reading in native (L1) and foreign languages (FL), and whether such improvement can be generalized across languages.</p></div><div><h3>Sample</h3><p>Participants were 138 undergraduate Hebrew-English bilingual university students.</p></div><div><h3>Methods</h3><p>Monitoring accuracy was calculated through the paradigm of ‘calibration of comprehension’. Participants were divided into four study groups according to the language of reading (L1 or FL) and the exposure to feedback on calibration (with or without). Participants attended a total of five study sessions: a pre-exposure session, three exposure sessions and a fifth post-exposure session.</p></div><div><h3>Results</h3><p>Only students who engaged with texts in the FL and received feedback showed improved monitoring accuracy. This improvement did not generalize to their L1.</p></div><div><h3>Conclusions</h3><p>Pedagogically, these results indicate that comprehension monitoring skills can be improved through online, immediate and repetitive feedback, especially in the FL. We suggest that FL comprehension was amenable to change because it met the optimal level of text difficulty to engage participants with the monitoring process. Thus, online feedback supported by digital technology may offer distinctive educational opportunities for bolstering comprehension monitoring.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224000550","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
Background
Reading and comprehending texts is challenging for students in higher education, especially when reading in English as a foreign language (EFL). An important component of efficient reading comprehension is the ability to accurately self-monitor understanding and performance, though most readers are not accurate at monitoring their comprehension.
Aims
This study investigated whether online, immediate and repetitive feedback on the process of calibration of comprehension, can improve comprehension monitoring when reading in native (L1) and foreign languages (FL), and whether such improvement can be generalized across languages.
Sample
Participants were 138 undergraduate Hebrew-English bilingual university students.
Methods
Monitoring accuracy was calculated through the paradigm of ‘calibration of comprehension’. Participants were divided into four study groups according to the language of reading (L1 or FL) and the exposure to feedback on calibration (with or without). Participants attended a total of five study sessions: a pre-exposure session, three exposure sessions and a fifth post-exposure session.
Results
Only students who engaged with texts in the FL and received feedback showed improved monitoring accuracy. This improvement did not generalize to their L1.
Conclusions
Pedagogically, these results indicate that comprehension monitoring skills can be improved through online, immediate and repetitive feedback, especially in the FL. We suggest that FL comprehension was amenable to change because it met the optimal level of text difficulty to engage participants with the monitoring process. Thus, online feedback supported by digital technology may offer distinctive educational opportunities for bolstering comprehension monitoring.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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