Can L2 Less-Proficient Adult Learners Become Skilled Readers?

Autor/in	Chin, Mei-Hui
Titel	Can L2 Less-Proficient Adult Learners Become Skilled Readers?
Quelle	In: International Journal of Teaching and Learning in Higher Education, 31 (2019) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Adult Learning; Adult Students; Reading Skills; Student Attitudes; Teaching Methods; Reading Strategies; Metacognition; Direct Instruction; Second Language Learning; Reading Instruction; Foreign Countries; English (Second Language); Taiwan + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Reading skill; Lesefertigkeit; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Zweitsprachenerwerb; Leseunterricht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study explored whether second-language (L2) less proficient adult learners can become skilled readers by investigating the effect on students' attitudes to strategy use when explicit instruction of metacognitive reading strategies is combined with an extensive reading approach. Studies have shown that proficient learners employ a wider range of metacognitive strategies than less proficient learners and use the strategies more efficiently and frequently. Teaching metacognitive strategies explicitly develops L2 learners into independent practitioners. Yet, little is known about the extent to which L2 less proficient students can incorporate metacognitive reading strategies in their reading. This paper addresses this issue by investigating students' attitudes towards, and the use of, metacognitive strategies. The study was designed as a case study, and interview data and reflective journals were collected. The results show that L2 less proficient adult learners can become skilled readers through explicit instruction of metacognitive reading strategies combined with an extensive reading approach. The findings of the study reflect on explicit teaching of metacognitive strategies and extensive reading. The researcher suggests the value of introducing metacognitive strategies into L2 reading classrooms to broaden the learning skills of less proficient learners. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01