Wolfe-Quintero, K., Inagaki, S., & Kim, H. (1998). Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity. Hawai’i: University of Hawai’I at Manoa.
Yolanda Ruiz de Zarobe & Victoria Zenotz Friday 9:00, Room 2
Metacognitive Awareness in a Strategy Learning CLIL Programme University of the Basque Country Public University of Navarra The aim of this study is to investigate the impact of reading strategy instruction in a CLIL programme in terms of its effect on learners’ metacognitive awareness on the reading comprehension process. The research involves a reading strategic training programme (Chamot 2001) for students in primary education involved in a trilingual framework (Basque-SpanishEnglish) in the Basque Country. It consisted of a 7-week reading strategic intervention implemented in an experimental group, and compared with a control group who had not had any strategic instruction. Pre-tests and post-tests were carried out for both the control group and the experimental group. Our results indicate a positive impact of strategy training as regards metacognitive awareness. On the one hand, the experimental group showed a higher level of progression in the metacognitive reading test, suggesting that the strategy intervention had had a positive effect on the reading comprehension process. On the other hand, the experimental group also displayed signs of awareness in their ability to self-assess a reading comprehension task, the consistencies between the perceived and the actual use of strategies, and their capacity to explain the use of strategies. These results indicate a general increase in learners’ awareness motivated by the strategy training programme, which suggests that strategy instruction is an effective tool in second language classrooms to increase not only the reading competence of learners but also the metacognitive use of the strategies at hand.
Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)