عنوان

Examining EFL Learners' Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia e-Book Dialogic Environments

شماره

TL51069

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Examining EFL Learners' Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia e-Book Dialogic Environments

نام عام مواد

[Thesis]

نام نخستين پديدآور

Alsofyani, Abrar H.

نام ساير پديدآوران

Liontas, John I.

نام ناشر، پخش کننده و غيره

University of South Florida

تاریخ نشرو بخش و غیره

2019

متن يادداشت

186 p.

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

University of South Florida

امتياز متن

2019

متن يادداشت

For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the study investigates the impact of teaching metacognitive strategy-based discussion and collaborative learning on students' application of the reading strategies. It also investigates the influence of metacognitive strategy-based discussion (MS), collaborative learning (CL), and the combined use of MS and CL on EFL learners' reading comprehension. Since an e-book dialogic environment epitomizes the main tenets of this study, the study equally explores how Saudi EFL learners perceive the effectiveness of the multimedia e-book environment on their overall reading comprehension. The participants were 115 Saudi female students at the intermediate college-level from the English Language Institution at a Saudi University. A mixed-methods quantitative-qualitative approach was employed. The findings showed impactful results for learners' application of the reading strategies after being exposed to the treatment. Significant results were found on the effect of the metacognitive strategy-based discussion on learners' reading comprehension. Collaborative learning showed a statistically significant influence on participants' reading comprehension. However, the results did not show interaction between the MS and CL on students' reading comprehension. Although teaching the MS with CL showed positive impact on students' final reading scores, more research is needed to prove the efficacy of teaching MS with CL. The qualitative findings revealed that the MS-based discussion and collaborative learning was beneficial for EFL students in improving focus on the text, use of strategies, comprehension and reading performance. Participants evaluated the multimedia e-book features of discussion board, videos, glossing and illustrations based on their effectiveness. Both advantages and disadvantage of the e-book environment are addressed and compared to the traditional face-to-face classroom. The study concludes with pedagogical implications for EFL instructors, learners, and future researchers, and also provides limitations and recommended future research recommendations.

اصطلاح موضوعی

English as a second language--ESL

اصطلاح موضوعی

Foreign language learning

اصطلاح موضوعی

Teacher education

مستند نام اشخاص تاييد نشده

Alsofyani, Abrar H.

مستند نام اشخاص تاييد نشده

Liontas, John I.

مستند نام تنالگان تاييد نشده

University of South Florida

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y