No description available.

Since the late 1980s, pronunciation has played a prominent role in the foreign/ second language classroom. Recently, under the influence of the growing attention to language learning strategies and instruction, pronunciation instructors have devoted more attention to teaching learners the strategies that can contribute to their improvement in pronunciation. The purpose of this Report is to examine the literature on language learning strategies and strategy training, with a specific focus on pronunciation. This Report concludes with a pedagogical lesson grounded on the literature reviewed. The main goal of the lesson is to facilitate students’ pronunciation learning through strategy training and practice. / text

Writing skills are important for social and civic participation, educational achievement and employment (European Commission, 2012). However, a third to a half of Scottish students did not attain required writing standards at upper elementary and lower high school grades in 2014 (Scottish Government, 2015). Similarly, many students do not obtain the required skills in the USA (Graham et al., 2014). This study aimed to improve the writing skills of mainstream upper elementary and lower high school students. It took place in a largely rural Local Authority in Southern Scotland which was mid-range on measures of deprivation. The literature was reviewed on effective writing interventions for school-aged mainstream students. The interventions with the largest impacts around the target grades were: CIRC (Durukan, 2011); Collaborative Dialogic Learning (Alfassi, 2009); CSRI (Torrance et al., 2007); Jigsaw (Sahin, 2011); individual IT access in lessons (Snyder, 1993); individual IT access at home and school (Lowther et al., 2003); peer assistance with revision (Boscoli et al.,2004); process and product goals (Schunk et al., 1993); SRSD (Brunstein et al., 2011); summarisation (Chang et al., 2002); visualisation/imagery instruction (Jampole et al., 1994). An online survey of teachers’ current practices and beliefs about the teaching of writing was administered. The response rate was 23% (N=345) of the 1490 Local Authority-employed teachers in the region. Notable findings were: the respondents’ most frequently used practice was grammar instruction, an ineffective intervention (Graham et al., 2012; Graham et al., 2007). Many were using some evidence-based practices but not at optimum frequencies, and some were never using some of them. About 40% of respondents felt students had insufficient IT to support their writing and most would use IT more frequently if they had more up-to-date equipment, better internet access and extra training. Under half of elementary and high school respondents with English degrees felt Initial Teacher Education was adequate preparation to teach writing, while only 29% of high school respondents without English degrees felt adequately prepared to teach writing. Most viewed In Service Education more favourably but substantial numbers of respondents still felt inadequately prepared, particularly high school teachers without English degrees. All the high school respondents with English degrees and 91% of elementary respondents felt they were effective teachers of writing, but only 48% of high school respondents without English degrees felt they were effective at teaching writing. An evidence-based intervention was developed, the six-week Write Away programme, which included writing strategy instruction, self-regulation strategies and peer revision. It shared many features with CSRI (Torrance et al., 2007) and SRSD (Harris et al., 2009). Distinctive differences included that it incorporated Boscolo et al.'s (2004) model of peer revision rather than the think alouds used in CSRI, pupils did not create their own self-regulatory statements, pupils did not collaborate during drafting, pupils needed not spend long planning provided they revised their work, the finished essays would be displayed and peer revision continued following the teaching phase. This study was quasi-experimental and used both quantitative and qualitative methods. Participation was offered to large elementary schools which had two P6 (grade 5) pupil-only classes to allow for control and intervention classes. Two schools volunteered. Which pupils were in which condition depended on which teachers delivered the interventions. The control classes in both schools followed an on-going parallel intervention – the Big Writing programme (Wilson, 2012). Both schools were in towns and had similar pupil numbers (Eastfield=390, Westfield =361). The percentage entitled to Free School Meals in P4 to P7 at Eastfield was 11.8%, at Westfield it was 9.9%. The average age of the pupils was 10 years 7 months and numbers of male and female participants were broadly the same. Participation was also offered to all the region’s high schools. Only one responded with the requisite conditions for participation. This school (roll= 544) was in the largest town in the region. The percentage entitled to Free School Meals was 13.8%. The average age of the S2 (grade 8) students was 13 years 6 months and there was a preponderance of female participants. The online survey had shown that intervening with non-English specialists might be beneficial. This was compared with delivery by, or in combination with, English teachers. Social Studies was chosen because of its writing demands. A control and three different intervention conditions were used: English teacher only; Social Studies teacher only; English teacher and Social Studies teacher. Which students were in which condition depended on which teachers delivered the interventions. This was determined by the school, either by self-selection or randomly. Measures at both elementary and high school were the same. Teacher and student questionnaires were administered pre and post-test. Participant students were given written tasks pre and post-test. The length of the written tasks and plans were recorded. The written tasks were assessed by the researcher using a rubric developed by the researcher. There was a post-test focus group of intervention teachers at each level. Implementation fidelity was assessed through teacher logs and lesson observations by the researcher. Descriptive statistics were produced for the pupil/student questionnaires, task and plan word lengths and the written task scores for different elements and overall writing quality. Responses to open questions were categorized into themes and tabulated where possible. The teachers’ responses in the focus groups were collated into themes. Intervention and control writing scores pre and post-test and task and plan word length were analysed using Student’s t-tests. Student questionnaire post-test responses from the different conditions were compared with a theoretical distribution of equal values using the Chi-square test. Effect sizes were calculated for mean pupil/student questionnaire responses, task and plan mean word lengths and written task scores. High school student questionnaire responses at post-test were analysed using the Mann-Whitney test because the students were unlikely to be normally distributed. The Write Away programme led to large positive effect sizes for writing quality at P6 (ES: Eastfield= 2.89, N=25; Westfield = 2.70, N=19) and S2 (ES: Social Studies intervention = 1.37, N= 17; Social Studies and English intervention= 1.20, N=20; English intervention = 0.87, N=21). Effect sizes at P6 were double those of the most successful condition at S2. The Social Studies teacher and elementary intervention teachers felt the intervention improved writing quality and intended to do it again. However, the English specialists did not feel it made an impact and did not like it. The intervention successfully included peer revision of each other’s texts (Boscolo et al., 2004) at both elementary and high school levels in a programme of strategy instruction and self-regulation which resulted in large writing quality improvements. The study showed that high school Non-English specialists could deliver interventions with large effects on writing quality. The Social Studies teacher delivered the intervention with the greatest fidelity, improved writing quality the most and reported an increase in understanding of the subject, especially for more able students. The survey showed a need for In Service and this intervention could be used at upper elementary level and with high school non-English specialists in the appropriate genres. This applies to the UK and USA. Implications for practice, policy and future research are further discussed. This was the first study to investigate writing strategy instruction and self-regulation as part of an evidence-based intervention in Scotland.

Research into reading strategies and strategy instruction has indicated their effectiveness and beneficial effects on reading improvement. However, additional effort and support is needed in real-world teaching environments for students to benefit from these research findings. This report reviews research on the effectiveness of the use of L2 reading strategies and strategy instruction. Based on research conclusions, this paper discusses the patterns of strategy use adopted by both proficient and less proficient readers to shed light on what kinds of strategies should be taught and how. It argues that teachers have important roles to play in selecting strategies for instruction and teaching them; teachers need to consider such factors as proficiency levels, text type and task goals. This paper concludes with pedagogical implications, suggesting teachers play roles as coaches and scaffolders, and offering nine strategies for instruction. / text

A study of four teachers´ verbal scaffolding in explicit reading comprehension Reading is an absolutely crucial skill to cope with everyday life in Sweden as well as other information societies. Therefore reading comprehension becomes the core of the entire educational system. Instruction in reading comprehension is to give pupils the opportunity for lifelong learning, but this important process will not come easy and natural for everybody. Reading instruction places greater demands on students as they move up the grades. In the lower grades teaching is centered on learning to read but there is a shift from the fourth or fifth grade, when students encounter more and more advanced texts and thereby need to acquire the skill of reading to learn. The current curriculum in Sweden states that teachers shall educate their pupils how to use efficient reading strategies when encountering new texts. Many scientific studies have shown that explicit reading strategy instruction is more advantageous than implicit. Despite this notion, implicit reading strategy instruction is predominant in Swedish schools. The purpose of this study is to examine how four teachers in Stockholm, scaffolds their pupils through explicit reading strategy instruction and how these teachers reflect on benefits and potential difficulties in their way of teaching. By analyzing the methods and models these teachers use and what problems they face, more teachers might learn new ways to approach this more effective way of teaching. Four teachers from three different schools in Stockholm were observed while teaching explicit reading strategy instruction. Focus was directed towards their use of scaffolding followed by interviews to find out what advantages and difficulties the teachers saw in their way of teaching. The result showed examples of different types of talk used in explicit reading instruction from the models En läsande klass and Chambers model for book talks. Depending on the model the teachers took on different roles in their way of scaffolding their pupils. All teachers invited the pupils to participate in conversations and to learn from each other’s thoughts. The two teachers’ only using En läsande klass saw no obstacles in using that method to scaffold their pupils in explicit reading strategy instruction, while the other two explained some difficulties.

Research in the area of multimedia instruction has yielded results that indicate that learning is better when verbal information is presented auditorily instead of visually (i.e. modality effect) and when redundant on-screen text is removed from the instructional environment (i.e. redundancy effect). The present study aimed to extend these findings by exploring the effects of presentation modality and redundancy of verbal information on students' ability to apply and recall a historical inquiry strategy. Fifty-six students were randomly assigned to three treatment groups, which differed according to the presentation mode combination used to present the strategy instruction. Specifically, students received the instruction either as animation and narration, animation and text, or animation, narration, and text. The students were engaged in a multimedia strategy intervention for a total of five days, for approximately 25 minutes a day. Three strategy application tests (i.e., pre-test, post-test, maintenance test) and a recall test were used to measure the students' learning. Data attained through the strategy application tests and recall tests were analyzed using Analysis of Variance (ANOVA) procedures. The results of the study revealed significant differences in the training main effects analysis indicating that strategy instruction can be effectively provided in a multimedia learning environment. However, no significant differences were found for the modality and redundancy main effects indicating that there was no difference in strategy application or recall between the groups. Although the results did not provide the statistical significance that supports the literature on the modality and redundancy effects, the implications of the findings of the research provide several viable areas for future research. / Ph. D.

This study intends to find out the possible effects of cognitive and metacognitive reading strategy instruction at awareness-raising level on reading proficiency and strategy use. In the study both qualitative and quantitative data were utilized. The relevant data were obtained by means of think-aloud protocols, semi-structured interviews, the Strategy Inventory for Language Learning &ndash / SILL- (Oxford, 1990), learning diaries and the reading scores of students on a proficiency exam (COPE). A total of 24 students studying at Bilkent University School of English Language were involved in the study. The scores of the students who received the strategy instruction on the reading paper of COPE, and the scores of the students who were not subject to any strategy instruction were used to run a t-test so as to reveal whether there was a significant difference between these two sets of scores. The data that came from the think-aloud protocols, semi-structured interviews and learning diaries were analyzed so as to trace the type of strategies employed by the students and the frequency with which they were employed. The results did not indicate a statistically significant difference. It was also discovered that all students involved in the study had a tendency to use more cognitive strategies than metacognitive ones. The cognitive strategies were more varied with the group of students who received the strategy instruction.

The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills. Sufficient research exists in mainstream reading instruction literature to suggest that instruction in metacognitive strategies might positively influence reading comprehension for D/HH students. The CC&R strategy incorporated the use of question-answer relationships and text connections; the instructional method incorporated the use of direct instruction, various levels of supported practice, and think-alouds. The effect of the intervention on the number of details D/HH students retold following oral reading was examined using a multiple baseline design. Frequency data were collected for behaviors that detracted from (i.e., non-strategic) and promoted (i.e., strategic) comprehension during and immediately following oral reading. Results showed (a) increases in strategic reading behavior for Students A, B, and C; (b) decreases in non-strategic reading behavior for Students A and B; and (c) increases in reading comprehension for Student A, and possibly for Student B. The study adds to the limited reading intervention research in education of D/HH students. Instruction in metacognitive strategies to increase strategy use during reading may be an effective means by which to increase reading comprehension for D/HH students. Teachers not only maintained use of the strategy with the students who participated in the study, but also introduced it to other students with whom they worked. Social validity data provided by the teachers and the students indicated high acceptability of the intervention. Limitations and implications for future research and practice are discussed.

Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to investigate teachers' and students' perceptions of the research questions. The main benefit found was increased student understanding and learning of content; additional benefits included increased instructional repertoire, increased student engagement in class, and improved learner independence. Most of the obstacles documented in the literature were supported in the study; however, the obstacle of time was noted most frequently. Teacher confidence was observed by the researcher as an obstacle. The majority of participants indicated they would continue using the strategies learned during the study in the future. Students noted the support needed to sustain content literacy strategy use depended on teachers providing direct instruction, practice using the strategies, and personal success with the strategies. Teachers also identified practice and perseverance as critical to sustaining content literacy strategy instruction. The support teachers noted most frequently as important to successful implementation was collegial support - teachers helping teachers. Teacher meetings discussing the implementation process were viewed as critical to sustain effective content literacy strategy instruction. Additionally, quality teacher training, administrative support, and accountability were documented by teachers as important.

This study aims to find out teachers&rsquo / and learners&rsquo / perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers&rsquo / use of strategy instruction at BaSkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students&rsquo / reported use of LLSs to increase our awareness of students&rsquo / strategy use and needs so that teachers would be able to help learners facing problems in learning English. This study employed both qualitative and quantitative research tools. The relevant data were obtained by means of two questionnaires: a teacher and a student version of Strategy Inventory for Language Learning (SILL, Oxford, 1990), and a semistructured interview. A total of 70 teachers teaching at the English language department of BaSkent University and 100 students studying in the same department were involved in the study. Data collected from the questionnaire were analyzed quantitatively by employing descriptive statistics, such as frequencies, percentages, means, and standard deviations. Content analysis was performed to analyze the interview data. v The results of the study suggest that for most of the items in the strategy inventory, if the teachers are aware of learning strategies, believe in the effectiveness of LLSs instruction and find them easy to apply in the classroom, they may use them more often in their classes. Furthermore, in variance analysis, the only variable that made a difference in teachers&rsquo / perceptions of LLSs was found to be the level of education, Finally, when the teachers&rsquo / and students&rsquo / frequency of LLSs use was compared, it was found out that teachers reported a higher frequency of LLSs use than their learners. However, there was a great similarity between the two parties in terms of frequency of strategy use in the most and least preferred strategy categories. It is essential to find the reasons for the difference in the frequency of LLSs among the two parties before planning a LLSs training.