Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
participants of two experimental (experimental-
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Pedagogika 1,2021
participants of two experimental (experimental- cognitive and experimental –cognitive- metacognitive) and one control group in grade 10 including highlighting (study1), mapping (study2) and visualizing (study3) strategies to address the research question of whether explicit mixed cognitive and metacognitive strategy instructions affect the quality of learners’ strategy use positively and correlate with reading comprehension achievement. The following sequence of stages was utilized in all three studies with their own strategy application: 1) All groups were exposed to pre-test on scientific text to measure their background knowledge. 2) Three experimental-cognitive groups got their cognitive strategy trainings based on the situation. For example, a boy called Daniel had a problem with finding the main idea while reading a biology text. As a solution to the problem, highlighting strategy and its goal was explained, modeled by the teacher: reading the text, circling the main idea, rereading, and highlighting the main details in the text. Experimental-cognitive- metacognitive groups received both cognitive as well as metacognitive trainings. As for metacognitive self-regulation, Daniel questioned, monitored, and evaluated himself about his text performance. Control groups read, discussed the texts, and did grammar tasks. 3) Two experimental groups took a test on their instructed strategy knowledge acquisition. 4) Scientific texts were distributed to groups to study properly first and then samples were handed in to trace analysis. 5) Strategy application questionnaire and verbal ability test were conducted. 6) Post-tests focused on scientific texts were carried out in all three groups. Results of strategy knowledge tests of all three studies indicate that experimental- cognitive-metacognitive groups became more knowledgeable because they received strategy knowledge and self-regulation knowledge rather than experimental-cognitive groups that limited with only strategy knowledge. As for descriptive analysis of highlighting strategy training result (study1), experimental-cognitive-metacognitive group dominated experimental-cognitive group on reading comprehension post test which confirms the effectiveness of combined strategy training. However, from authors perspectives, the finding that experimental-cognitive group did not outperform control group demonstrate highlighting strategy as unproductive to measure its quality. The authors attribute low potential of highlighting strategy to the finding that learners could identify the main idea and concepts of the text, but they could not bring them into coherent relationships to analyze the text content. In study 2, experimental-cognitive-metacognitive group was better than experimental-cognitive group and control group on text comprehension post test while there was no discrepancy between experimental-cognitive group and control group which confirms less effectiveness of training only mapping strategy without metacognitive self- regulation strategies. Statistic results of study 3 demonstrate that there was no significant difference between experimental-cognitive- metacognitive and experimental-cognitive groups on visualizing post test, however both groups outperformed control group. Consequently, visualizing-cognitive-metacognitive training was not effective when compared with highlighting and mind mapping trainings. In sum, students benefit from cognitive strategy trainings to comprehend the text reasonably whereas the effectiveness of metacognitive strategy training depend on the cognitive strategies use the potential of which should be supported with mental model construction. Both quantity and quality of strategy instructions make sense to investigate. Cognitive-metacognitive strategy training affects positively on text comprehension rather than cognitive strategy training itself [28]. As a matter of fact, a single higher order cognitive strategy instruction is quite beneficial for beginners, risky and young learners at the outset of strategy learning to introduce it explicitly and practice with gradual increase without confusion of three to five strategy modeling at one lesson, however even when practicing a single strategy, for example, summarizing, a learner may refer to highlighting, note taking and rereading while жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
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