Show your support by donating any amount. (Note: We are still technically a for-profit company, so your
contribution is not tax-deductible.)
PayPal Acct: 
Feedback: 
Donate to VoyForums (PayPal):
| [ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1 ] |
| Subject: Part 2 - Unit 3 | |
|
Author: Fernanda Pires |
[
Next Thread |
Previous Thread |
Next Message |
Previous Message
]
Date Posted: 04:55:27 08/29/10 Sun Girls, Segue a primeira parte da parte 2... Simulated communication proposal Study: “Reading strategy awareness of Arabic-speaking medical students studying in English” Skilled readers are often characterized as more metacognitively aware than less skilled readers. This study examined the extent of awareness about reading strategies among Arabic L1 medical students studying through the medium of English in a medical college in the Arabian Gulf. The focus of this study remained on comparing reading practices of less versus more proficient readers and also of Year One (pre-medical year) versus Year Four (pre-clinical year) students. A variety of tools (e.g. interviews, journals etc) were employed to capture the nature of strategic reading because it seems that more skilled L2 readers use strategies more frequently, in a more varied and orchestrated manner than less skilled readers. Results were then correlated with various measures of reading proficiency (e.g. test scores etc). The instrument used in this study was the SORS (Survey of Reading Strategies), a questionnaire adapted for use with L2 ESL readers from an instrument designed for measuring L1 English readers’ awareness of their academic reading strategies (the Metacognitive Awareness of Reading Strategies Inventory or MARSI). The study participants were: 108 Arabic-speaking medical students in Year One of their study and 52 in Year Four. Although Year Four students used more Metacognitive strategies than Year One students and also, Year One students used much more Support strategies related to translation than Year Four students, both years reported high use of all reading strategies and their rankings were highly correlated. Analyzing the results we see that the awareness of metacognitive strategies increases over the years of study, what guides us to conclude that the students’ ability to plan, monitor and evaluate their reading increases with their experience. Students in the later year reported using strategies more similarly, regardless of initial proficiency level and students with low initial proficiency in English showed to be more dependent on translation. Apart from test scores, there were a few significant differences in the reported reading strategy use of low and high proficiency students. Choose which of the three conferences given in the course website would better fit this simulated proposal: Also, you should write a brief justification for your choice of conference and choice of communication format. [ Next Thread | Previous Thread | Next Message | Previous Message ] |