Naslov
Reading -to-learn in an academic EFL course: effect of summarising on reading strategies

Autori
Sladoljev-Agejev, Tamara ; Kabalin-Borenić, Višnja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Proceedings of the 5th International Conference on Education and Educational Psychology, ICEEPSY 2014 / - Kyrenia, 2014, 2492-2492

Skup
5th International Conference on Education and Educational Psychology ICEEPSY 2014

Mjesto i datum
Kyrenia, Cipar, 22.10.2014. - 25.10.2014

Vrsta sudjelovanja
Poster

Vrsta recenzije
Podatak o recenziji nije dostupan

Ključne riječi
advanced EFL courses ; reading-to-learn ; summarising ; reading strategies

Sažetak
Reading in English as a lingua franca of the academic community is a key skill in higher education. Successful reading of university - level texts requires students’ active engagement and the application of reading strategies for local and global comprehension ( Urquhart & Weir, 1998 ; Khalifa & Weir, 2009). Advanced EFL courses taught at universities could therefore benefit from a stronger focus on reading - t o - learn (RtL) tasks aiming to develop careful global reading, e.g. writing summaries. This may encourage students to put more effort into the ir reading and activate their meaning - making strategies, which is of particular value for reading comprehension. We explore how the summarisation process affects the EFL reading behaviour (strategies). Based on a survey of about 100 business undergraduates, the research compares students' general perception of their reading strategies with their responses provided right after the completion of the summary (self - reported, Metacognitive Awareness of Reading Strategies Questionnaire - MARSI, Mokhtari & Reichard, 2002). The after - summary responses show a change in the students’ perception of their behaviour towards ca reful reading (slower, more complete) and towards meaning making (guessing, finding relationships among ideas) . The findings indicate that summary - writing tasks may give advanced EFL learners useful experience of engaged reading common in academic and pro fessional environments internationally.

Izvorni jezik
Engleski

Znanstvena područja
Filologija, Kognitivna znanost (prirodne, tehničke, biomedicina i zdravstvo, društvene i humanističke znanosti)

POVEZANOST RADA