Reading Performance and Perceptions of Lao EFL Pre-Service Teachers Following a Culture of Thinking Implementation

Autor/inn/en	Phonekeo, Say; Macalister, John
Titel	Reading Performance and Perceptions of Lao EFL Pre-Service Teachers Following a Culture of Thinking Implementation
Quelle	In: Reading in a Foreign Language, 33 (2021) 1, S.55-77 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Thinking Skills; Reading Comprehension; Preservice Teachers; Language Teachers; Laotians; Second Language Learning; Second Language Instruction; English (Second Language); Comparative Analysis; Teacher Education Programs; Foreign Countries; Student Attitudes; Reading Instruction; Teaching Methods; Pretests Posttests; Effect Size; Instructional Effectiveness; Metacognition; Critical Reading; Laos + Suchen Sie Ihr Suchwort? Denkfähigkeit; Leseverstehen; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritisches Lesen
Abstract	A culture of thinking (CoT) is defined as "a place where a group's collective as well as individual thinking is valued, visible, and actively promoted as the regular, day-today experience of all group members" (Ritchhart et al., 2011, p. 219). This study aimed to determine the effects of a CoT implementation on Lao English as a foreign language (EFL) pre-service teachers' reading comprehension development and to investigate their perceptions towards the CoT-based reading instruction. To achieve the objectives, two intact classes of year three EFL pre-service teachers were randomly assigned to implementation and control conditions and measured with pre-, post- and delayed post-reading tests. Focus group interviews were also conducted to obtain in-depth insights into their perceptions of the CoT-based learning. The findings revealed that the implementation class outperformed the control class in terms of reading comprehension development and had a strong effect size ("Cohen's d" = 1.0183). In the focus group interviews, pre-service teachers generally expressed positive views towards the CoT-based reading instruction. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01