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Verbal Reports in the Reading Processes of Language Learners: A Methodological Review
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In: Teaching and Learning Faculty Publications (2020)
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Abstract:
This methodological review highlights the trends in empirical studies where a methodological construct (i.e. verbal reports) intersects with content (i.e. literacy research). Specifically, we synthesise research on language learners’ reading in which verbal reports were deployed as a methodological tool. Questioning the long‐standing assumption that verbal report methods validated in first‐language verbal report reading studies necessarily constitute a basis for validation of second‐language verbal report reading studies, we consider the broader educational frameworks within which studies are embedded. In our synthesis of language learners’ verbal report literacy research published between 2000 and 2015, we attend to the social, demographic and geographic realities characteristic of studies reviewed and of the participants involved. Our findings demonstrate the following: (a) tendency to report quantitative information regardless of the type of verbal reporting method and the component of reading explored; (b) predominance of independent concurrent methods that emphasised the reading product ; (c) predominance of integrated verbal reports (i.e. concurrent and other forms of reporting) in sociocultural studies that reflected the reading process ; (d) concerns about validity in studies premised on cognitivist models of verbal reports; (e) a tendency to use solely concurrent verbal reports in quantitative studies; (f) high reliance on integrated concurrent methods in qualitative studies; and (g) preponderance of qualitative‐to‐quantitative versus a qualitative‐to‐quantitative‐to‐qualitative verbal reporting paradigms across studies. Based on these findings, we make several recommendations to be considered when verbal reports are used to study language learners’ reading processes.
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Keyword:
Education; language learners; reading; think‐alouds; verbal reports
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URL: https://doi.org/10.1002/rev3.3170
https://digitalcommons.usf.edu/tal_facpub/518
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| 2 |
Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-dialectal Context
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In: Teaching and Learning Faculty Publications (2019)
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| 7 |
Social anxiety and silence in Japan's tertiary foreign language classrooms
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| 9 |
Learning the Disciplinary Language and Literacies of Multimedia Composition
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In: Teaching and Learning Faculty Publications (2014)
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| 10 |
Codeswitching: Linguistic and literacy understanding of teaching dilemmas in multilingual classrooms
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| 13 |
David Lynch: Momentary Consequences For A Fire Walking Identity; An Inquiry Into the Fantastic/Symptomatic Self and its Components
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| 14 |
A critical review of proposition analysis in Alzheimer's research and elsewhere
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| 16 |
Anonymous and gene-linked microsatellite markers reveal no correlation between heterozygosity and song complexity in a wild population of song sparrows
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In: Digitized Theses (2011)
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| 17 |
Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children
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In: Teaching and Learning Faculty Publications (2010)
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| 20 |
On diagonal argument, Russell absurdities and an uncountable notion of lingua characterica
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