Strategy use and self-perception in L2 academic reading measuring English majors' reading strategy using the think-aloud protocol /
This article reports the main results of a think-aloud protocol study inquiring into reading strategy use and self-perception of first-year English studies and teacher trainee majors when reading academic texts in their L2. The verbal protocol was combined with a short follow-up interview and the SO...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
LoGoS Kutatócsoport Szegedi Tudományegyetem, Angoltanár-képző és Alkalmazott Nyelvészeti Tanszék
Szeged
2023
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| Sorozat: | EduLingua
9 No. 1 |
| Kulcsszavak: | Angol nyelv - olvasási stratégia - módszer |
| Tárgyszavak: | |
| doi: | 10.14232/edulingua.2023.1.2 |
| Online Access: | http://acta.bibl.u-szeged.hu/84501 |
| Tartalmi kivonat: | This article reports the main results of a think-aloud protocol study inquiring into reading strategy use and self-perception of first-year English studies and teacher trainee majors when reading academic texts in their L2. The verbal protocol was combined with a short follow-up interview and the SORS test to identify the findings and highlight any possible correlations between the three datasets. The results suggest that students have a general preference for metacognitive strategies, and the findings appear to show a certain degree of consistency across different types of data. The most frequently used and reported strategies included guessing from context, re-reading, use of external resources, and self-evaluation. |
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| Terjedelem/Fizikai jellemzők: | 27-51 |
| ISSN: | 2415-945X |