Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training
| Autor: | Mehmet Abi, Şevki Kömür |
|---|---|
| Přispěvatelé: | MÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Kömür, Şevki |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Reading strategies
language learning styles strategy based instruction reading strategy training metacognitive strategy training lcsh:Language and Literature Linguistics and Language Social Psychology Turkish media_common.quotation_subject Target groups Reading Strategy Training Language Learning Styles Metacognitive Strategy Training Language and Linguistics Strategy Based Instruction Education Style (sociolinguistics) lcsh:P1-1091 Reading (process) Mathematics education media_common Reading strategies language learning styles strategy based instruction reading strategy training metacognitive strategy training Reading Strategies Reading strategy Language acquisition language.human_language Test (assessment) lcsh:Philology. Linguistics language lcsh:P Psychology |
| Zdroj: | Eurasian Journal of Applied Linguistics, Vol 4, Iss 2, Pp 213-237 (2018) Volume: 4, Issue: 2 213-237 Eurasian Journal of Applied Linguistics |
| ISSN: | 2149-1135 |
| Popis: | WOS: 000445825900007 This study aimed at investigating possible effects of reading strategy instruction on students' language learning style preferences and their reading proficiency levels. A total of 62 11th grade students from three different classes (one treatment and two control groups) of a Turkish high school took part in this experimental study which lasted for eight weeks. In the scope of this study, Learning Style Survey (LSS) developed by Cohen, Oxford and Chi (2005), Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002) and Key English Test (KET) were applied to the target groups both before and after reading strategy instruction. The data obtained from these three instruments were compared. Results demonstrated that reading strategy training may have an effect on students' language learning style preferences, possibly leading students to be more synthesizing and field dependent. (C) 2018 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). |
| Databáze: | OpenAIRE |
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