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Journals / Akdeniz İnsani Bilimler Dergisi / 2011 / Cilt: 1 - Sayı: 1

Okuma Becerilerinin Geliştirilmesinde Bilişsel Strateji Programı Uygulanmasının Etkileri

Effects of Using Cognitive Strategy Training Programs in Developing Reading Comprehension

Sima KHEZRLOU
Ali Akbar Khomeijani FARAHANI
Pages
113–121
Publication Date
2022-10-12
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As this system is more comprehensible than the one suggested by O’Malley and Chamot (1990), further explorations will be based on this source

📌 3 Key Takeaways

🎯
Objective & Hypothesis:information, cognitive strategies for understanding and producing the language, and compensa- tion strategies for using the language despite knowledge gaps.
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Key Findings & Data:Indirect strategies include metacognitive strategies for coordinating the learning process, affective strategies for regulating emotions, and social strategies for learning with others.
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Conclusion & Impact:As this system is more comprehensible than the one suggested by O’Malley and Chamot (1990), further explorations will be based on this source
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

information, cognitive strategies for understanding and producing the language, and compensa- tion strategies for using the language despite knowledge gaps. Indirect strategies include metacognitive strategies for coordinating the learning process, affective strategies for regulating emotions, and social strategies for learning with others. These two types are further divided into six general kinds of learning strategies, resulting in 19 sets of learning strategies . As this system is more comprehensible than the one suggested by O’Malley and Chamot (1990), further explorations will be based on this source

Özet

Bu çalışma İranlı ileri düzey İngilizce öğrencilerine verilen bilişsel strateji eğitiminin okuma bece­rilerine olan etkisini araştırmıştır. Çalışmaya toplam 60 öğrenci katılmıştır. İlk deney grubundaki katılım­cılar (n=20) bilişsel strateji eğitimi görürken diğer deney grubundaki katılımcılar (n=20) hem bilişsel strateji eğitimi hem de zorunlu sözlü çalışmalara katılmışlardır. Kontrol grubu (n=20) ise herhangi bir programa katılmamıştır. İki deney grubuna da toplam 10'ar saatlik bilişsel strateji eğitimi uygulaması sunulmuştur. Çalışmanın sonuçları bilişsel strateji eğitiminin sunduğu bilinçlendirmenin Farsça konuşan İngilizce öğrencilerinin okuma becerilerinin gelişimine olumlu katkısı olmuştur.

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Cite This Article

KHEZRLOU, S., FARAHANI, A. A. K. (2022). Okuma Becerilerinin Geliştirilmesinde Bilişsel Strateji Programı Uygulanmasının Etkileri. Akdeniz İnsani Bilimler Dergisi, Cilt: 1 - Sayı: 1, 113–121. https://ajindex.com/articles/434176

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