Self-Directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

Autor/in	Giveh, Fatemeh
Titel	Self-Directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability
Quelle	In: English Language Teaching, 11 (2018) 12, S.58-76 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Reading Comprehension; Independent Study; English (Second Language); Second Language Learning; Second Language Instruction; Experimental Groups; Control Groups; Positive Attitudes; Student Attitudes; Transformative Learning; Teaching Methods; Foreign Countries; Females; Translation; Teacher Education Programs; Literature; Language Teachers; Language Tests; Pretests Posttests; Language Proficiency; Correlation; Iran + Suchen Sie Ihr Suchwort? Leseverstehen; Selbststudium; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Weibliches Geschlecht; Literatur; Language teacher; Sprachunterricht; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Korrelation
Abstract	The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners' L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners' L2 autonomy, "i.e.," self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01