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Phonological awareness and alphabet knowledge in the acquisition of literacy skills
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Language and cultural awareness of a non-native ESP teacher
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In: Integration of Education (2019)
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Das Potenzial sprachlicher Heterogenität im Literaturunterricht
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Strategies for multilingual cooperative writing in the German as a second language classroom
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Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue
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Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database
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L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
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149 |
Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
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Kindergartners’ morphological awareness, its instruction and guidance in the Indonesian context
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 138-147 (2019) (2019)
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Phonology-based reading instruction to improve dyslexic students’ early reading ability
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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Intercultural awareness and its misrepresentation in textbooks
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 179-193 (2019) (2019)
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REFLECTIVE THINKING STRATEGIES FOR DEVELOPING EFL LITERARY READING SKILLS AND METACOGNITIVE READING AWARENESS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 3, Iss 2, Pp 162-177 (2019) (2019)
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Abstract:
The present study is aimed at examining the effect of reflective thinking strategies on developing literary reading skills and metacognitive reading awareness of the EFL student teachers. The study adopted the quasi-experimental design. One experimental group of 40 major English students at the third-year Faculty of Education, Zagazig University in Egypt, participated in the study. The treatment conducted in fourteen sessions through teaching King Lear drama by Shakespeare. The utilized instruments included a literary reading test that was developed and used as a pre-post test and a metacognitive reading awareness scale, which was also designed by the researcher and approved by the jury members. Parametric statistical calculations have used for data analysis through the SPSS program. Results revealed that reflective thinking had a positive effect on developing literacy reading skills and metacognitive reading awareness of the EFL student teachers.
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Keyword:
efl student teachers; Language and Literature; LB5-3640; literary reading; metacognitive awareness; P; P1-1091; Philology. Linguistics; reflective thinking; Theory and practice of education
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URL: https://doaj.org/article/9c15bc8d0df14c57a545f50da0770611 https://doi.org/10.30743/ll.v3i2.1867
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Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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Enhancing Critical Awareness through Socratic Pedagogy
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 515-536 (2019) (2019)
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Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO
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In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 18, Iss 1, Pp 83-99 (2019) (2019)
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From grammar to reading: a study on referential dependencies
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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Phonological awareness in elementary school students with low versus normal vision: a comparative study
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In: Revista CEFAC, Vol 21, Iss 4 (2019) (2019)
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MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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