脚手架设计，通过在线策略培训，提高英语学习者的阅读理解能力

Q1 Social Sciences

E-Learning Pub Date : 2022-07-18 DOI:10.1177/20427530221111268

Gamze Uçak, G. Kartal

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引用次数: 0

摘要

本研究探讨了通过实验脚手架工具在线提供的阅读策略培训与教师提供的类似培训的效果，以及控制条件。该工具的教学设计遵循脚手架设计原则、互惠教学模式和多媒体设计原则。训练提供元认知阅读策略指导，通过多文本的多种策略提高阅读理解能力。参与者是87名在土耳其一所英语大学学习英语作为外语(EFL)的大学生。在测试前，根据一项标准化测试，对照组在阅读理解方面的得分明显更高。两组学生的阅读理解和元认知策略意识均有显著提高，而对照组学生的阅读和投入得分则有所下降。课堂内实验组的投入程度也有所提高。实验组与对照组在阅读理解方面无显著差异。研究结果对英语阅读教学的制度政策和高等教育阶段的在线阅读策略设计具有启示意义。

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Scaffolding design to increase reading comprehension for learners of English through online strategy training

This study explored the effects of reading strategy training delivered online through an experimental scaffolding tool in comparison to similar training delivered by a teacher, and a control condition. The instructional design of the tool followed scaffolding design guidelines, reciprocal teaching model, and principles of multimedia design. The training provided metacognitive reading strategy instruction to improve reading comprehension through multiple strategies using multiple texts. The participants were 87 college students studying English as a Foreign Language (EFL) at an English medium university in Turkey. At pretest, the control group had scored significantly higher in reading comprehension based on a standardized measure. Both of the experimental groups significantly improved their reading comprehension and metacognitive strategy awareness, while the control group’s reading and engagement scores decreased. The in-class experimental group also improved on the engagement scale. No significant difference was found between the experimental groups or compared to the control group in reading comprehension. The findings have implications regarding institutional policies for teaching reading in EFL and online reading strategy design at the tertiary level.

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.