Scaffolding L2 Academic Reading and Self-Regulation through Task and Feedback

Autor/inn/en	Mežek, Špela; McGrath, Lisa; Negretti, Raffaella; Berggren, Jessica
Titel	Scaffolding L2 Academic Reading and Self-Regulation through Task and Feedback
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 1, S.41-67 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mežek, Špela) ORCID (McGrath, Lisa) ORCID (Negretti, Raffaella) ORCID (Berggren, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3018
Schlagwörter	Scaffolding (Teaching Technique); Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Feedback (Response); Reading Processes; Correlation; Electronic Publishing; Reading Strategies; Metacognition; Teacher Student Relationship; Academic Language; Cues; Task Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseprozess; Korrelation; Elektronisches Publizieren; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Stichwort; Aufgabenanalyse
Abstract	Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students' self-regulation in authentic academic reading contexts. Over a 5-week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students' self-regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students' attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01