Exploring Thai EFL University Students' Awareness of Their Knowledge, Use, and Control of Strategies in Reading and Writing

Exploring Thai EFL University Students' Awareness of Their Knowledge, Use, and Control of Strategies in Reading and Writing

Date: December 2006
Creator: Tapinta, Pataraporn
Description: The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language ...
Contributing Partner: UNT Libraries
The North Texan, Volume 46, Number 3, Fall 1996

The North Texan, Volume 46, Number 3, Fall 1996

Date: Autumn 1996
Creator: University of North Texas
Description: The North Texan includes articles and notes about University of North Texas students, faculty, and alumni activities.
Contributing Partner: University Relations, Communications & Marketing department for UNT
The North Texan, Volume 47, Number 1, Spring 1997

The North Texan, Volume 47, Number 1, Spring 1997

Date: Spring 1997
Creator: University of North Texas
Description: The North Texan includes articles and notes about University of North Texas students, faculty, and alumni activities.
Contributing Partner: University Relations, Communications & Marketing department for UNT
The North Texan, Volume 46, Number 2, Summer 1996

The North Texan, Volume 46, Number 2, Summer 1996

Date: Summer 1996
Creator: University of North Texas
Description: The North Texan includes articles and notes about University of North Texas students, faculty, and alumni activities.
Contributing Partner: University Relations, Communications & Marketing department for UNT
Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School

Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School

Date: December 2011
Creator: Bauer, Courtney Marie
Description: This study, conducted at an urban public school, explored the engagements of five, fourth grade, African American students who struggled with reading in school as they participated in critical literacy practices and social action projects with the assumption that critical analysis of written texts and concrete social actions were necessary for student empowerment. Using Discourse Analysis within a microethnographic framework, participants’ responses were analyzed. Early in the study, participants were hesitant to join in critical conversations about race. Over time, as participants deepened their critical literacy engagements, they divulged lived racism both in their private and public worlds. Specifically, the participants described the tensions and transgressions they experienced as minorities from civil rights curriculum, teachers and other students. The findings revealed instead of text based analyses, critical literacy practices transformed into the participants’ critical analysis of racism they experienced in their various worlds (home, school, and the larger, outside world) through language (not text). Similarly, the pre-conceived idea of social action projects changed from the creation of concrete products or actions into discussions in which mainstream discourse was interrupted. Tacit and overt understandings about race, identity and power suggested that the participants assumed multiple and contradictory identities (such as “victim ...
Contributing Partner: UNT Libraries
The North Texan, Volume 45, Number 2, Summer 1995

The North Texan, Volume 45, Number 2, Summer 1995

Date: Summer 1995
Creator: University of North Texas
Description: The North Texan includes articles and notes about University of North Texas students, faculty, and alumni activities.
Contributing Partner: University Relations, Communications & Marketing department for UNT
The North Texan, Volume 46, Number 4, Winter 1996

The North Texan, Volume 46, Number 4, Winter 1996

Date: Winter 1996
Creator: University of North Texas
Description: The North Texan includes articles and notes about University of North Texas students, faculty, and alumni activities.
Contributing Partner: University Relations, Communications & Marketing department for UNT
The North Texan, Volume 46, Number 1, Spring 1996

The North Texan, Volume 46, Number 1, Spring 1996

Date: Spring 1996
Creator: University of North Texas
Description: The North Texan includes articles and notes about University of North Texas students, faculty, and alumni activities.
Contributing Partner: University Relations, Communications & Marketing department for UNT