Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-24T13:11:29Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertação_GERDNA_2017.pdf: 3085732 bytes, checksum: 8699e86d5c3fb4cfbf12ddd6e572a599 (MD5) / Made available in DSpace on 2017-07-24T13:11:29Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertação_GERDNA_2017.pdf: 3085732 bytes, checksum: 8699e86d5c3fb4cfbf12ddd6e572a599 (MD5) Previous issue date: 2016-12-15 / CAPES / Esta pesquisa busca aplicar uma abordagem do ensino de leitura no intuito de contribuir na formação do leitor literário, através de estratégias metacognitivas de leitura que auxiliem os alunos a se tornarem leitores ativos e reconhecerem no conto o discurso universal inerente ao texto literário. Nosso embasamento teórico associa Estética da Recepção com Jauss (1979), Teoria do Efeito Estético, representada por Iser (1979), ensino de Literatura com Bordini &Aguiar (1993), Zilberman (2014) e Cosson (2014) à interação com o uso das estratégias de leitura, respaldado em Flavell (1976), Baker & Brown (1980), Solé (1998), Duke & Pearson (2002) e Kleiman (2007). Sendo assim, os teóricos da teoria da literatura e da psicolinguística dialogam para justificar a nossa proposta de entrelaçamento dessas áreas, visando um ensino de Literatura que respeite os aspectos literários e utilize os conhecimentos linguísticos para construção de significados do texto. A metodologia utilizada é qualitativa. Participaram da pesquisa 30 voluntários, estudantes do 9º ano de uma escola pública. As fases de aplicação das atividades para a coleta de dados foram divididas em diagnóstica, ensino de leitura e teste/avaliação. As atividades foram produzidas com base nos contos (O Crime do Professor da Matemática, de Clarice Lispector; O Conto se Apresenta, de Moacyr Scliar; O Gato Preto, de Edgar Allan Poe) lidos em cada fase, sendo elas o Questionário Avaliativo de uso de Estratégias Metacognitivas de Leitura e o Questionário de Compreensão do Conto, em todas as fases e o Guia de Leitura, nas duas últimas fases. O corpus foi constituído por 234 fichas de atividades (questionários e guias de leitura). Os resultados indicam que é possível a percepção do discurso universal, quando o estudante é capaz de transubstanciar a ficção inerente ao texto literário. / The present study aims to apply a teaching Reading approach in order to contribute to the literary reader formation through metacognitive reading strategies that help students become active readers and recognize in the short story the universal discourse inherent in the literary text. Our theoretical basis associated Aesthetics of Reception with Jauss (1979), Theory of Aesthetic Response, represented by Iser (1979), literature teaching with Bordini & Aguiar (1993), Zilberman (2014) and Cosson (2014) to the interaction with the use of reading strategies, represented by Flavell (1976), Baker and Brown (1980), Solé (1998), Duke and Pearson (2002) and Kleiman (2007). Thus, literary theory and psycholinguistics dialogue to justify our proposal of interweaving these areas, seeking a literature teaching that respects the literary aspects and use the language skills to build text meanings. The methodology is qualitative. The participants were 30 volunteers, students from 9th grade in a State School. The implementation stages for the data collection were divided into diagnostic, teaching of reading and test/evaluation. The activities were produced based on the short stories (O crime do Professor de Matemática by Clarice Lispector; O Conto se Apresenta by Moacyr Scliar; O Gato Preto by Edgar Allan Poe) read at each stage, they were the Assessment Questionnaire on the use of Metacognitive Reading Strategies, Short Story Comprehension Questionnaire, at all stages and the Reading Guide in the last two stages. The corpus consisted of 234 activities sheets (questionnaires and reading guides). The results indicate that the universal discourse perception is possible, when the student is able to transubstantiate fiction inherent in the literary text.

This study investigates the potential benefits of reading strategy instruction in the English classroom in an L2 learner context. We examined the effects of reading strategy instruction on reading comprehension for L2 learners and investigated howreading strategies should be taught in the context of Swedish upper secondary school. To this end, six empirical studies were evaluated. We found that reading strategy instruction had a positive impact on reading comprehension in general, but that it was especially effective for certain student groups. Namely, intermediate learners benefitted more than other groups, while the weakest students improved the least in response to instruction. Furthermore, the research we examined suggests that it may be advantageous to focus on teaching a single strategy at a time. However, it is important to eventually expand students’ range ofstrategies long-term, since many pupils tend to over-rely on problem-solving strategies to the detriment of their progress in reading. Thus, emphasizing the less frequently used support strategies during instruction may help students read moreefficiently. Additionally, for reading strategies to best benefit learners, they should be taught in a clear, step-by-step manner. Finally, we argue that using aspects of Vygotsky’s sociocultural theory to inform lesson plans would greatly benefit students, especially those who are less proficient. Due to the lack of research in the increasingly heterogeneous Western world, future research should investigate how reading strategy instruction behaves in a multicultural context in the West.

The purpose of this research was to investigate high school students’ computer self-efficacy, cognitive actions, and metacognitive strategies in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesized that computer self-efficacy is correlated positively with cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. This research used a mixed-methods approach to answer the research questions. Two research questions guided this research: (1) How is students’ computer self-efficacy related to cognitive actions and metacognitive strategies while using interactive learning modules?; and (2) How do students plan monitor their cognitive actions, and regulate their monitoring strategies during learning with interactive learning modules?This study utilized self-regulated learning framework that covered self-efficacy, cognitive, and metacognitive components. While self-efficacy was represented by computer self-efficacy, the metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules. One hundred and thirteen students from two high schools in Northern Utah, USA(i.e., InTech Collegiate High School and Logan High School) participated in this study. Each student worked on three modules: Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Due to the differences in class schedules between both schools, students at InTech Collegiate High School and Logan High School completed the activities within 2 and 4 days, respectively. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of the interviews. The students completed three questionnaires: demographic, computer self-efficacy, and self-regulated computer-based learning questionnaires.The findings of the study revealed that while computer self-efficacy was not positively correlated with cognitive actions, it was positively correlated with metacognitive strategies. Specifically, the findings revealed a significant positive correlation between computer self-efficacy and planning strategies. Screen-captured video analyses showed that there were different profiles of cognitive actions and metacognitive strategies between high and low computer self-efficacy groups. The findings were confirmed by issues from interview analyses between the groups.

Metacognitive awareness plays an important role in students’ learning as well as in teaching and tutoring. The goal of this thesis research is to investigate the relationship between academic tutors’ metacognitive awareness, their student athlete tutees metacognitive awareness and academic performance (by cumulative GPA). Metacognitive awareness in tutors may have a significant influence on tutoring methods and students’ success. The population of tutors and students in the study is represented by 40 pairs of academic tutors and athlete students at one southern U.S. university. Metacognitive Awareness Inventory (MAI) was utilized and adapted for this study. Simple regression analysis results revealed that metacognitive awareness in students can predict their academic performance. Yet, tutors’ metacognitive awareness did not predict students’ metacognitive awareness and their cumulative GPA scores. Additional research with larger samples and via alternative methods as well as implications about potential of tutors’ metacognitive strategies for learners are discussed.

Mathematics education is a human activity that helps to develop mental processes in order to enhance logical and critical thinking which will contribute to one’s decision-making process and to solve problems (DBE, 2011c). For one to be able to do Mathematics, strategies should be generated in order to solve problems. The performance in Mathematics is very poor and educational researchers have identified various reasons for the poor performance in mathematics. Therefore, South Africa has developed an assessment tool known as the ANA, to determine the learners’ weaknesses in mathematics at national, provincial, district and school level (DBE, 2013). An approach research (in the South African context) was to explore Intermediate Phase Mathematics teacher’s awareness of their metacognitive strategy use. The main purpose of my research study was to understand, to what extent Intermediate Phase Mathematics teachers become aware of metacognitive strategies during an adapted lesson study process. To achieve this purpose, the study aims to investigate the teachers’ awareness of metacognitive strategies before and during an adapted lesson study process. Empirical qualitative research based on a design research approach took place within the interpretative paradigm. Descriptive data was generated by means of semi-structured focus group interviews and a reflective diary was held with double-medium participants who were selected. The data were analysed by means of content analyses which proceeded by using mind maps, where codes and themes were related to the literature. The results show that most of the teachers were aware of the metacognitive strategies, but it can be that they lack knowing when, where and how to use these metacognitive strategies as they do not plan their lessons on a regular basis. Teachers also feel more comfortable when planning lesson collaboratively as they feel that they learn from one another. In conclusion an adapted lesson study could be a positive plan of action to provide teachers with the opportunity to plan lessons collaboratively and reflect on one another’s’ ideas. Teachers can become more aware of their metacognitive strategies when planning lessons in order to implement these metacognitive strategies during their lessons. In this way learners could be empowered to become metacognitive (think about their thinking) and to reflect on their actions which might contribute to their performance of mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Mathematics education is a human activity that helps to develop mental processes in order to enhance logical and critical thinking which will contribute to one’s decision-making process and to solve problems (DBE, 2011c). For one to be able to do Mathematics, strategies should be generated in order to solve problems. The performance in Mathematics is very poor and educational researchers have identified various reasons for the poor performance in mathematics. Therefore, South Africa has developed an assessment tool known as the ANA, to determine the learners’ weaknesses in mathematics at national, provincial, district and school level (DBE, 2013). An approach research (in the South African context) was to explore Intermediate Phase Mathematics teacher’s awareness of their metacognitive strategy use. The main purpose of my research study was to understand, to what extent Intermediate Phase Mathematics teachers become aware of metacognitive strategies during an adapted lesson study process. To achieve this purpose, the study aims to investigate the teachers’ awareness of metacognitive strategies before and during an adapted lesson study process. Empirical qualitative research based on a design research approach took place within the interpretative paradigm. Descriptive data was generated by means of semi-structured focus group interviews and a reflective diary was held with double-medium participants who were selected. The data were analysed by means of content analyses which proceeded by using mind maps, where codes and themes were related to the literature. The results show that most of the teachers were aware of the metacognitive strategies, but it can be that they lack knowing when, where and how to use these metacognitive strategies as they do not plan their lessons on a regular basis. Teachers also feel more comfortable when planning lesson collaboratively as they feel that they learn from one another. In conclusion an adapted lesson study could be a positive plan of action to provide teachers with the opportunity to plan lessons collaboratively and reflect on one another’s’ ideas. Teachers can become more aware of their metacognitive strategies when planning lessons in order to implement these metacognitive strategies during their lessons. In this way learners could be empowered to become metacognitive (think about their thinking) and to reflect on their actions which might contribute to their performance of mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

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.

Disertacijoje nagrinėjama bendrojo lavinimo mokyklos šeštų klasių mokinių teksto supratimo kaip universalaus bazinio akademinio gebėjimo ir motyvacijos skaityti stiprinimo problema, atsižvelgiant į heterogeninės (ugdymosi poreikių požiūriu) klasės nulemtus iššūkius didaktiniam procesui. Tyrimo problemą konkretina šie klausimai: kokios mokymo strategijos dominuoja, kiek dėmesio pamokose skiriama racionalių mokymosi strategijų formavimui bendrojo lavinimo mokykloje? kokie bendrojo lavinimo mokyklose besimokančių vaikų skaitymo motyvacijos ir teksto supratimo ypatumai? kiek metakognityvinių skaitymo strategijų mokymas klasikinės ugdymo paradigmos kontekste yra efektyvus ugdant heterogeninės klasės mokinių teksto supratimo gebėjimus ir skaitymo motyvaciją? Tyrimo objektas – teksto supratimo gebėjimų ugdymas ir skaitymo motyvacijos stiprinimas. Tyrimo dalykas – metakognityvinės skaitymo strategijos. Disertacinio tyrimo tikslas – įvertinti metakognityvinių skaitymo strategijų mokymo(si) efektyvumą stiprinant skaitymo motyvaciją ir ugdant teksto supratimo gebėjimus. Tyrimo mokslinį naujumą ir reikšmingumą pagrindžia tai, kad struktūruoto stebėjimo metodu įvertinti didaktinio proceso bendrojo lavinimo mokykloje ypatumai; sukurta ir empiriškai patikrinta metakognityvinėmis skaitymo strategijomis grindžiama teksto supratimo gebėjimų ugdymo ir skaitymo motyvacijos stiprinimo metodika; parengti teksto supratimo gebėjimų ir skaitymo motyvacijos klausimynai, įvertintas jų patikimumas ir... [toliau žr. visą tekstą] / The thesis analyses the problem of text comprehension by comprehensive school sixth form pupils as a universal basic academic ability and of enhancement of reading motivation considering the challenges determined by heterogenic (from the standpoint of self-development needs) class to the didactic process. Research problem is specified by the following questions: What teaching strategies prevail in the comprehensive school? What are the peculiarities of comprehensive school pupils’ reading motivation and text comprehension? How much is teaching of metacognitive reading strategies in the context of classical education paradigm effective developing heterogenic class pupils’ text comprehension abilities and reading motivation? Research subject – development of text comprehension abilities and enhancement of reading motivation. Research object – metacognitive reading strategies. Research aim of the thesis – to evaluate the effectiveness of teaching and learning metacognitive reading strategies enhancing reading motivation and developing text comprehension abilities. Scientific novelty and significance of the research is substantiated by the creation and experiential testing of methods of developing text comprehension abilities and of enhancing reading motivation, grounded on metacognitive reading strategies; preparation of questionnaires for text comprehension abilities and reading motivation, evaluation of their reliability and suitability; preparation of the theoretical model of... [to full text]

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-05-22T14:48:10Z No. of bitstreams: 1 PDF - Valquíria da Silva Souza.pdf: 17182575 bytes, checksum: 25ad9bca532e47317da27ec174575efe (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-05T17:56:44Z (GMT) No. of bitstreams: 1 PDF - Valquíria da Silva Souza.pdf: 17182575 bytes, checksum: 25ad9bca532e47317da27ec174575efe (MD5) / Made available in DSpace on 2018-06-05T17:56:44Z (GMT). No. of bitstreams: 1 PDF - Valquíria da Silva Souza.pdf: 17182575 bytes, checksum: 25ad9bca532e47317da27ec174575efe (MD5) Previous issue date: 2016-11-30 / CAPES / The mastery of reading and writing is essential to fully live in the modern society, which is permeated by visual, oral and, mainly, written texts. Given this, it is known that the social individual will only have conditions to exercise his full citizenship from the moment he is capable of using reading and writing competently in their various practices in his social context. Therefore, this research analyzes the relevance of the reading metacognitive strategies, mediated by the teacher, in reading/text comprehension classes, in order to contribute to the formation of a proficient reader. It was chosen to develop this research a quantitative and qualitative method, as this study presents information of partial and absolute values, in a practice in which it is used metacognitive reading strategies, as well as the development processes and reading comprehension results of the subjects involved. This work was developed in a 6th grade class of elementary school II, of a State public school from Campina Grande – PB. As theoretical support to the development of this research, it was based, mainly, in Leffa (1996), Solé (1998), Soares (2002), Kleiman (2007), Koch and Elias (2013), PDE (2011) and Brasil (1997), because these authors contribute in a significant way with theories on reading, reading strategies, teacher’s mediation, literacy skills and reading competences. For this study, the following hypotheses were raised: the reading students do not reach 6th grade of Elementary School II with adequate reading competence for the grade in which they are located; and the use of reading metacognitive strategies can contribute to the formation of more competent readers. Based on the results obtained in this assignment, it can be said that the proposed goal was achieved, for the results point out that the students, in general, after the intervention activities, achieved significant advances in regards to textual comprehension. Therefore, it is verified that the teaching of reading metacognitive strategies in classroom is very important to the formation of the proficient reader. / O domínio da leitura e da escrita é essencial para se viver plenamente, na sociedade contemporânea, que está permeada por textos visuais, orais e, principalmente, escritos. Diante disso, sabe-se que o sujeito social só terá condições de exercer sua cidadania plena a partir do momento que estiver capacitado a utilizar com competência a leitura e a escrita em suas diversas realizações no seu contexto social. Assim, esta pesquisa analisa a relevância das estratégias metacognitivas de leitura, mediadas pelo professor, nas aulas de leitura/compreensão textual, a fim de contribuir para a formação de um leitor proficiente. Escolheu-se para desenvolver esta investigação um método quanti-qualitativo, já que este estudo mostra informações de valores absolutos e relativos, em uma prática, na qual se usa as estratégias metacognitivas de leitura, bem como os processos de desenvolvimento e os resultados da compreensão leitora dos sujeitos envolvidos. Este trabalho foi desenvolvido em uma turma do 6º. ano do ensino fundamental II, de uma Escola Pública Estadual de Campina Grande – PB. Como aporte teórico para o desenvolvimento da presente pesquisa, fundamentou-se, principalmente, em Leffa (1996), Solé (1998), Soares (2002), Kleiman (2007), Koch e Elias (2013), PDE (2011) e Brasil (1997), porque esses autores contribuem de forma significativa com teorias acerca da leitura, estratégias leitoras, mediação do professor, letramento, habilidades e competências leitoras. Para este estudo, levantaram-se as seguintes hipóteses: os alunos leitores não chegam ao 6º. ano do Ensino Fundamental II com competência leitora adequada para a série na qual estão inseridos; e o uso das estratégias metacognitivas de leitura pode contribuir para formação de leitores mais competentes. Com base nos resultados coletados neste trabalho, pode-se dizer que o objetivo proposto foi alcançado, pois os resultados apontam que os alunos, no geral, depois das atividades de intervenção, obtiveram avanços significativos no que diz respeito à compreensão textual. Diante disso, constata-se que o ensino das estratégias metacognitivas de leitura em sala de aula é de muita importância para a formação do leitor proficiente.

This research is logged in the field of language acquisition, focusing on Spanish as a foreign language learnt at university level. It investigates how learning strategies are used by students to develop proficiency in Spanish over a three-year period (from the first year to the third year). Adopting a cognitive lens that places special attention to how linguistic knowledge is constructed, deconstructed and reconstructed, this study focuses on the language learning process, specifically on what the students do to learn a language. Taking into account that the learning of foreign language poses particular and distinctive challenges – as opposed to the learning of a second language – and using a multiphase design that combines sequential strands encompassing quantitative and qualitative techniques, this study finds that those who successfully complete all the Spanish courses are the ones who report significantly more use of metacognitive strategies in the first year. The study concludes by proposing a framework that helps to classify the role that the use of strategies play in learning a foreign language from a student’s perspective. This framework adds a new dimension and provides valuable information to similar types of studies. Considering the above-mentioned findings, the study recommends introducing first-year students to the potential value of using metacognitive strategies in foreign language learning, and suggests that lecturers should recommend more activities for students to engage in the language outside the classroom. / Thesis (PhD)--University of Pretoria, 2017. / Modern European Languages / PhD / Unrestricted