Dynamics of Strategies-based Language Instruction: A Study of Reading Comprehension and Problem Solving Abilities via Structural Equation Modeling.
The study aimed at exploring the psychological as well as educational outcomes of strategies awareness and use. We set out to examine the effect of reading strategic investment on language achievement and problem solving ability (PSA). The participating EFL learners were heterogeneous in terms of re...
| Published in: | RELC Journal Vol. 46; no. 3; pp. 237 - 254 |
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| Main Authors: | , |
| Format: | Article |
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Sage Publications, Ltd.
Dec2015
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=111190428&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 111190428 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00336882 5NY jtl: RELC Journal issn: 00336882 maglogo: Y pubinfo: dt: Dec2015 vid: 46 iid: 3 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 111190428 10.1177/0033688215595713 ppf: 237 ppct: 17 formats: tig: atl: Dynamics of Strategies-based Language Instruction: A Study of Reading Comprehension and Problem Solving Abilities via Structural Equation Modeling. aug: au: Ghahari, Shima Basanjideh, Mahin affil: Shahid Bahonar University of Kerman, Iran su: Foreign language education Reading strategies Reading comprehension Problem solving ability testing Structural equation modeling sug: subj: Foreign language education Reading strategies Reading comprehension Problem solving ability testing Structural equation modeling keyword: problem solving ability reading comprehension ability reading strategies awareness Strategies-based instruction structural equation modeling ab: The study aimed at exploring the psychological as well as educational outcomes of strategies awareness and use. We set out to examine the effect of reading strategic investment on language achievement and problem solving ability (PSA). The participating EFL learners were heterogeneous in terms of reading instruction; two of the intact groups had received normal instruction studying selected short stories with a primary focus on vocabulary development and comprehension check, whereas the second group had been trained under a strategies-based instruction over two consecutive semesters by one of the researchers. A descriptive data collection procedure and follow-up exploratory and confirmatory analyses revealed metacognitive and cognitive strategies positively affect the enhancement of PSA and reading comprehension achievement (RCA). It was found, however, that metacognitive strategies are more effective for the development of PSA whereas cognitive strategies contribute to RCA more than their metacognitive counterparts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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