| Title: |
Reading Strategies and Reading Diaries for Autonomous Learning in a Turkish Context |
| Language: |
English |
| Authors: |
Course, Simla |
| Source: |
Reading Matrix: An International Online Journal. Apr 2017 17(1):124-144. |
| Availability: |
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2017 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Reading Strategies; Diaries; Action Research; Learning Strategies; Reading Instruction; Personal Autonomy; Metacognition; English (Second Language); College Second Language Programs; Semi Structured Interviews; Affective Objectives; Cognitive Objectives; Reading Improvement; Instructional Effectiveness; Foreign Countries; Measures (Individuals); Second Language Learning |
| Geographic Terms: |
Turkey |
| Assessment and Survey Identifiers: |
Strategy Inventory for Language Learning |
| ISSN: |
1533-242X |
| Abstract: |
This paper reports the findings of an action research that was conducted over the course of two years. The research investigated the role of using reading diaries and strategy instruction with English Language Teaching trainees to foster greater learner autonomy and looked into the language learning strategies used by these students. The findings indicate that the participants initially used fewer language learning strategies and in fewer combinations. Following the strategy instruction and use of reading diaries, they started using strategy clusters and chains. The results also show that reading diaries were instrumental in fostering learner autonomy and promoting use of metacognitive strategies, which in turn helped learners employ reading strategies more effectively. Finally, the results suggest that the students' initial use of ineffective reading strategies was a result of their approach to reading texts as input for L2, i.e. means to achieve their overall goals to learn the target language. The process of keeping reading diaries helped increase reflection on the effectiveness of the reading strategies used for actual reading goals. |
| Abstractor: |
As Provided |
| Number of References: |
53 |
| Entry Date: |
2017 |
| Access URL: |
http://www.readingmatrix.com/files/16-8c3240u7.pdf |
| Accession Number: |
EJ1139368 |
| Database: |
ERIC |