Reading Matters: Framing and Metacognition with Thai Postgraduate Students

Autor/in	Bell, Joyce
Titel	Reading Matters: Framing and Metacognition with Thai Postgraduate Students
Quelle	In: Reading Matrix: An International Online Journal, 11 (2011) 2, S.102-115 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Reading Comprehension; Reading Habits; Metacognition; Thai; Foreign Countries; Graduate Students; Foreign Students; Reading Processes; Asians; Native Speakers; Reading Strategies; Second Language Learning; English (Second Language); Australia; Thailand + Suchen Sie Ihr Suchwort? Leseverstehen; Reading habit; Lesegewohnheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Leseprozess; Asian; Asiat; Asiatin; Asiaten; Asiate; Muttersprachler; Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Australien
Abstract	Reading is a critical skill for postgraduate students--effective reading, reading comprehension, and awareness of varying interpretations contribute to students' greater progress in their academic fields (Anderson, 1999). Many students arrive at their Australian university with a mismatch of expectations and skills. This study examined reading practices as a holistic, multi-dimensional phenomenon, exploring students' reading practices between their first and third semesters at an Australian university. The overall aim of this part of the research was to develop a better understanding of and the changes in reading practices of Thai postgraduate students, in particular the intertextual and extratextual framing used, and the extent of their self-knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10