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The effect of learners’ retrospective reflection on direct strategy use in developing their reading proficiency

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dc.contributor.author Bayburtsyan, Kristina
dc.date.accessioned 2016-03-23T08:03:44Z
dc.date.available 2016-03-23T08:03:44Z
dc.date.created 2006
dc.date.issued 2016-03-23
dc.identifier.uri https://dspace.aua.am/xmlui/handle/123456789/1341
dc.description.abstract This thesis investigates the effect of learner’s retrospective reflection on strategy use without explicit training in strategy use) in developing their reading comprehension. There is need for such research as there is little evidence in the area of the usefulness of promoting learners’ individual reflection on the reading process and use of strategies to cope with the reading material under conditions of receiving no explicit training in reading strategies. The research is carried out with one group using a pre-post test experiment format. During the experiment, the eleven participants read five reading passages taken from TOEFL preparation course manuals and were required to reflect on the strategies they used to answer the questions on the reading passages in their learning logs. The participants were administered a pre-test before the experiment began and a post-test at the end of the treatment period. The mean scores for both tests are compared using a paired t-test. The results show that there is no statistically significant difference between the mean scores. en_US
dc.language.iso en_US en_US
dc.subject 2006 en_US
dc.subject AUA en_US
dc.subject American University of Armenia (AUA) en_US
dc.subject Reading comprehension en_US
dc.subject Reading proficiency en_US
dc.subject Language acquisition en_US
dc.subject Learning strategies en_US
dc.subject English language--Study and teaching en_US
dc.subject Language learning en_US
dc.subject Retrospective reflection en_US
dc.title The effect of learners’ retrospective reflection on direct strategy use in developing their reading proficiency en_US
dc.type Thesis en_US


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