Struggling with historical significance: Reasoning, reading, and writing processes

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Johan van Driel ◽  
Jannet van Drie ◽  
Carla van Boxtel
Keyword(s):  
Historical Context ◽  
Think Aloud ◽  
Christopher Columbus ◽  
Thinking Aloud ◽  
History Teachers ◽  
Reading And Writing ◽  
Historical Significance ◽  
Writing Processes ◽  
Think Aloud Protocols ◽  
Historical Accounts

Abstract The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.

Use of Think-Aloud Protocols: Investigating the Writing Habits of Saudi EFL/ESL Learners

2016 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Mubarak Alkhatnai
Keyword(s):  
Basic Question ◽  
Think Aloud ◽  
Writing Processes ◽  
Arabic Speakers ◽  
Think Aloud Protocols ◽  
Native Arabic Speakers ◽  
Arabic Speaking ◽  
Esl Learners

<p>This paper aims to investigate the writing processes of bilingual Saudi writers by means of think-aloud protocols. Think-aloud or talk-aloud protocols involve having participants verbally describe their activities while performing a given task. My goal was to understand the writing habits of Saudi EFL/ESL learners and what native Arabic speakers experience when writing in English by examining how they write compositions in English. My basic question for this investigation was “How do EFL/ESL Saudi learners write in English?” The goal of this study was to identify useful information for teaching EsL composition to Arabic-speaking learners in general and Saudi learners in particular. </p>

scholarly journals A THINK-ALOUD PROTOCOLS AS A COGNITIVE STRATEGY TO INCREASE STUDENTS’ WRITING NARRATIVE SKILL AT EFL CLASSROOM

2017 ◽  
Vol 5 (2) ◽  
pp. 81
Author(s):  
Purwo Trapsilo
Keyword(s):  
Group Treatment ◽  
Control Group ◽  
Think Aloud ◽  
Thinking Aloud ◽  
Think Aloud Protocols ◽  
Post Test ◽  
Narrative Skill ◽  
Narrative Performance ◽  
Experimental Group ◽  
Writing Task

The purpose of this study was twofold: its first aim was to know whether any differences of think-aloud potocols to develop writing narrative skill; second, to know whether which one is more effective to develop students’ writing narrative skill by using think-aloud protocols and traditional method.Students randomly assigned to an experimental and a control group. Treatment had three stages. In Stage 1, students were asked to write about a topic. InStage 2, students in the experimental group studied a model essay about that writing task and they hadthink-aloud protocol about those aspects of language that they noticed in the model essays. However inthe control group, students studied model essays for themselves and they did not have think-aloud part. InStage 3, students were asked to rewrite the writing task. The students in the experimental group showed that they got higher score in writing narrative by using think-aloud protocols than the control group. Furthermore, in the post test, experimental groupoutperformed the control group. The findings of the study suggest that thinking-aloud could be a goodstrategy for improving writing narrative performance.

scholarly journals The Return of Sense on the Scene of Translation Studies in the Light of the Cognitive Blending Theory

2005 ◽  
Vol 50 (2) ◽  
pp. 392-404 ◽  
Author(s):  
Atin Fougner Rydning
Keyword(s):  
Mental Image ◽  
Translation Studies ◽  
Theory Model ◽  
Creative Work ◽  
Think Aloud ◽  
Process Data ◽  
Writing Processes ◽  
Think Aloud Protocols ◽  
School Model ◽  
Online Process

Abstract The aim of this paper is to revitalize the Paris school model of deverbalization and reverbalization of sense in translation, i.e. the representation of sense as a mental image, in light of the cognitive blending theory. Through sample examples of online process data taken from the concurrent think-aloud protocols of two experienced professional translators and the keylogged files on their writing processes, I will give evidence of the imaginative and creative work pertaining to their construals of sense, before showing that the blending theory model represents sense as the result of mapping concepts into other concepts and as relations between mental spaces.

scholarly journals A THINK-ALOUD PROTOCOLS AS A COGNITIVE STRATEGY TO INCREASE STUDENTS’ WRITING NARRATIVE SKILL AT EFL CLASSROOM

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Purwo Trapsilo
Keyword(s):  
Group Treatment ◽  
Control Group ◽  
Think Aloud ◽  
Thinking Aloud ◽  
Think Aloud Protocols ◽  
Post Test ◽  
Narrative Skill ◽  
Stage 1 ◽  
Experimental Group ◽  
Writing Task

The purpose of this study was twofold: its first aim was to know whether any differences of think-aloud potocols to develop writing narrative skill; second, to know whether which one is more effective to develop students’ writing narrative skill by using think-aloud protocols and traditional method. Students randomly assigned to an experimental and a control group. Treatment had three stages. In Stage 1, students were asked to write about a topic. In Stage 2, students in the experimental group studied a model essay about that writing task and they had think-aloud protocol about those aspects of language that they noticed in the model essays. However in the control group, students studied model essays for themselves and they did not have think-aloud part. In Stage 3, students were asked to rewrite the writing task. The students in the experimental group showed that they got higher score in writing narrative by using think-aloud protocols than the control group. Furthermore, in the post test, experimental group outperformed the control group. The findings of the study suggest that thinking-aloud could be a good strategy for improving writing narrative performance.Keywords: Think-aloud protocols, Writing Narrative skill, EFL

Are Subjective Reports of Conscious Recollection Valid? Evidence from Think Aloud Protocols

2008 ◽  
Author(s):  
Jeffrey K. Boman ◽  
David P. McCabe ◽  
Amanda E. Sensenig ◽  
Matthew G. Rhodes ◽  
Meghan T. Lee
Keyword(s):  
Think Aloud ◽  
Think Aloud Protocols ◽  
Conscious Recollection ◽  
Valid Evidence ◽  
Subjective Reports

The interplay of glossing with text difficulty and comprehension levels

2021 ◽  
pp. 136216882110204
Author(s):  
Seyede Faezeh Hosseini Alast ◽  
Sasan Baleghizadeh
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Think Aloud ◽  
Text Difficulty ◽  
L2 Reading ◽  
Think Aloud Protocols ◽  
Significant Difference ◽  
The Impact ◽  
L2 Reading Comprehension ◽  
Underlying Processes

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The qualitative analysis of think-aloud protocols suggested a substantial difference in glossing functionality on fluency between the easy and the difficult texts. Furthermore, it is suggested that revisiting the glossing effect in combination with text difficulty on the reading product and underlying processes might reconcile some divergent hypotheses on glossing impact on fluency.

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