In this article, I argue for the integration of learner-centered, high impact practices for the typical day of instruction. In doing so, I build off of a general, but robust, theoretical framework designed to promote ...In this article, I argue for the integration of learner-centered, high impact practices for the typical day of instruction. In doing so, I build off of a general, but robust, theoretical framework designed to promote substantive self-reflection which orients the tactical suggestions for improving student learning. The recommendations are practical and easily adopted as resources for challenging students to develop general critical thinking skills and dispositions especially those addressing metacognition and questioning one＇s assumptions of knowledge and understanding.展开更多
This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successf...This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successful and two successful Chinese EFL readers. Data were collected through think-alouds, interviews and observations. It was found that although vocabulary posed difficulties for both successful and less successful readers, the deployment of strategic knowledge of tackling the unknown words made a difference between successful and less successful readers. The participants＇ person knowledge about motivation such as reader interest, goal of reading and reader role could exert influences on their reading. Implications of the findings for tertiary EFL reading pedagogy in China are discussed.展开更多
文摘In this article, I argue for the integration of learner-centered, high impact practices for the typical day of instruction. In doing so, I build off of a general, but robust, theoretical framework designed to promote substantive self-reflection which orients the tactical suggestions for improving student learning. The recommendations are practical and easily adopted as resources for challenging students to develop general critical thinking skills and dispositions especially those addressing metacognition and questioning one＇s assumptions of knowledge and understanding.
基金supported by China Ministry of Education Humanities and Social Science Research Grant 14YJA740018Hubei Provincial Department of Education Humanities and Social Science Research Grant 14Z031Zhongnan University of Economics and Law Teaching Reform Grant 21122910205~~
文摘This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successful and two successful Chinese EFL readers. Data were collected through think-alouds, interviews and observations. It was found that although vocabulary posed difficulties for both successful and less successful readers, the deployment of strategic knowledge of tackling the unknown words made a difference between successful and less successful readers. The participants＇ person knowledge about motivation such as reader interest, goal of reading and reader role could exert influences on their reading. Implications of the findings for tertiary EFL reading pedagogy in China are discussed.
