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Constructivist pedagogy for learner development: The effects of teaching strategic reading
Citation
Zhang, L. J. (2003, April 22-27). Constructivist pedagogy for learner development: The effects of teaching strategic reading [Paper presentation]. 37th Annual International IATEFL (International Association of Teachers of English as a Foreign Language), Brighton, UK.
Author
Zhang, Lawrence Jun
Abstract
Learner metacognition of tasks can affect their learning outcomes, which is reflected in their efforts towards ameliorating performance in many subject areas, especially reading, in different cultural settings. Findings from such research point to the teachability of strategies that are within the control of learners by virtue of their awareness of the cognitive resources available for use to enhance reading comprehension. This piece of metacognition in many instances helps language learners to grow through constructivist participatory activities. Quasi-experimental in design, involving a Control group and an Experimental group, who were EFL/ESL students from China (PRC), required to satisfy the EAP component in multilingual and multicultural Singapore, this study explored their receptiveness to reading strategy instruction in participatory classroom activities, and its possible effects on reading performance within the constructivist framework. Results show that teacher intervention evolving around such activities had explicit bearings on reading behavior modification and comprehension improvement. All this is discussed with reference to cultural issues in curriculum design in ESL/EFL strategy instruction.
Date Issued
2003