A Literature Review of Feedback Timing on Reading Comprehension in China and Abroad

2020 ◽  
Vol 24 (5) ◽  
pp. 250-257
Author(s):  
Di Qia
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Feedback Timing

scholarly journals Cooperative Learning as an Effective Tool in Teaching EFL Reading Comprehension and in Multi-level Classes

2018 ◽  
Vol 2 (Esp) ◽  
pp. 364-376
Author(s):  
Wendy Nathalie Sánchez Cano ◽  
Gioconda Monserrate Avilés Villón
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Literature Review ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Public University ◽  
Multi Level ◽  
Different Levels

Our experience as teachers of a public university with multi-level classes with students of different levels of English knowledge, abilities or backgrounds; where educators must face the challenge of multi-level classrooms, such as finding the appropriate teaching strategy, resources and materials; showed that it was necessary to explore the benefits of Cooperative Learning as a way to transform the multi-level class from a challenge into an advantage. In the present paper, the role of Cooperative Learning as an effective tool to teach reading in an EFL multi-level class is investigated. The following literature review attempts to demonstrate this theory and hopes that the information gathered from this study would assist educational authorities to review the curriculum with the aim of incorporating reading comprehension cooperative learning strategies in multilevel classes.

scholarly journals The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach

2014 ◽  
Vol 2 (3) ◽  
pp. 191-195
Author(s):  
Shabnum Iftikhar
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Metacognitive Strategies ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Comprehension Skills ◽  
Depth Study ◽  
Directed Learning ◽  
And Performance ◽  
Reading Comprehension Skills

This article “The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach” deals with an in-depth study and implementation of Metacognitive strategies. This study investigates as to what extent the teaching of metacognition is feasible in the classroom and how students could get the maximum from applying metacognitive strategies and styles. This research aims at emphasizing the use of metacognitive strategies as a useful resource to enhance reading comprehension of students. The purpose of the literature review in this study is to more elaborate this topic to get the profound insights into the actual framework of metacognition so that implementations could be made as much as possible. Furthermore, to explore literature review is an authentic source to know as how much research has been conducted so far. It will be identified also that what is missing that needs to be addressed. The themes that would be explored in the review of literature are as following: Theoretical Framework, Motivation and Performance, Metacognitive strategies, Metacognitive instruction; and Empirical evidence of teaching metacognition.

Digital Literacies and Text Structure Instruction

2020 ◽  
pp. 52-71 ◽  
Author(s):  
Tracey S. Hodges ◽  
Sharon D. Matthews
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Digital Media ◽  
Literacy Instruction ◽  
New Literacies ◽  
Text Structure ◽  
Digital Literacies ◽  
Instructional Tools ◽  
Text Structures ◽  
Structure Instruction

In considering the intersection of digital texts and reading comprehension, teachers now need strategies and instructional tools that promote deep, critical thinking of multimedia text. One area of literacy instruction that can increase students' reading comprehension of multimedia texts comes with understanding, analyzing, and evaluating text structures. As a first step to understanding what research says about integrating text structures with digital literacies, the researchers conducted a systematic literature review of articles published between January 1, 2000 and December 31, 2017. While new literacies, visual literacies, and other digital media show increased prominence in education, the researchers identified only eight studies focusing on how text structures are unique to digital content. In the present chapter, the researchers analyze benefits and new language demands presented by these studies. Additionally, the researchers discuss implications for teacher practice and pedagogy when intersecting text structure instruction with digital literacies.

scholarly journals The Relevance And Implications Of Metacognitive Strategy To Reading Comprehension In EFL Classroom

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Eka Rizki Amalia
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Foreign Language ◽  
Significant Role ◽  
Teaching And Learning ◽  
Reading Skill ◽  
Learning Activities ◽  
Metacognitive Strategy ◽  
Reading Activity ◽  
Learning English

Metacognitive strategy plays a significant role in solving students’ problem in learning English as a foreign language by being applied to some teaching and learning activities. Its strength is on realizing and optimizing students’ awareness upon their own learning. By perceiving their own knowledge, students have control of what they have in mind and can regulate it to achieve certain purposes. This is how they can maximize their learning. In reading skill, students are always demanded to understand the texts they are reading. Thus, applying metacognitive strategy to reading activity will foster the students’ comprehension respectively. This literature review discusses the relevance and implications of metacognitive strategy to reading comprehension in EFL classroom.

The Effects of Self-Questioning on Reading Comprehension: A Literature Review

2015 ◽  
Vol 32 (2) ◽  
pp. 152-173 ◽  
Author(s):  
Laurice M. Joseph ◽  
Sheila Alber-Morgan ◽  
Jennifer Cullen ◽  
Christina Rouse
Keyword(s):  
Reading Comprehension ◽  
Literature Review
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