Self-regulated learning through writing on computers: Consequences for reading comprehension (original) (raw)
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2012
This study focused on the relationship between the use of technology for reading, students’ attitude towards reading, and self-regulation to predict reading scores in PISA 2009. The sample of this study included 15 year-old students from Turkey (N=4996). Structural equation modeling (SEM) was used to create latent variables for technology for reading, attitude towards reading, and self-regulation; and to estimate the path coefficients between these latent variables and reading scores. Results showed that technology usage for reading and attitude towards reading were significantly related to reading scores. Self-regulation had indirect effects on reading scores through attitude towards reading and technology usage for reading.
Learning Self-Regulation in a Stress-Free World: Technology-Assisted Reading Comprehension
Self-regulation, personally-oriented process toward the attainment of learning goals, is a constructive way which can control detrimental thoughts in language learning process. The present study aims at finding out whether the Internet, which is known as a stress-free learning environment, can enhance Iranian male and female EFL stu-dents' reading comprehension through self-regulation or not. To achieve this, 43 junior EFL students at Islamic Azad University, Shiraz Branch were selected randomly. After taking a pre-test of reading comprehension , they were instructed on reading strategies and required to use the Internet sources for their reading comprehension in a self-regulative manner and with no teacher supervision. After a period of about three months, they took another reading comprehension test and participated in an interview. The comparison of the students' performances in the pre-and post-tests of reading comprehension revealed that students had improvements in their comprehension. It was also discovered that female students outperformed their male peers in their reading abilities. The results of the analysis of the interview also showed that self-regulation in a virtual environment helped the Iranian EFL students manage their reading activities in a stress-free mode and thereby foster their reading comprehension to a considerable degree.
Exploring the use of computer to improve Self-Efficacy and Reading Comprehension
Web-based Education, 2004
This work looks at the contribution which the cooperative learning method can make in the design of on line learning processes aimed at stimulating an increase in pupil's self-efficacy and reading comprehension. After describing the theoretical and educational significance of the research, we consider and analyse the main aim and the method of research. The present study was carried out with 74 pupils aged 7 and 8. Using pre and post testing tools, we monitored the trend over time of the research variables: the level of selfefficacy and the level of reading comprehension. The review highlights the need for a more extensive and in depth investigation of some problems of the empirical research method. Finally, some proposals are made for the orientation of future research.
The Effect of Digital Material Towards Standard Two Students’s Achievement in Reading
IJAEDU- International E-Journal of Advances in Education, 2017
Teaching and learning through digital technology is currently experiencing very rapid changes. Changes, especially in the reading system can be seen through the use of digital material with technology-based. To achieve that context, this research was carried out to test an interactive reading material for Standard Two primary school student. The experiment group was exposed to the use of interactive multimedia material, while the control group was exposed to the use of conventional material. Quasi-experimental method was used in this study to test Standard Two Student's achievement in reading comprehension. Data were analyzed by descriptive and inferential methods. Descriptive data are mean and standard deviation. Inferential data were analyzed using ANCOVA statistic. The result showed that there were significant difference between the use of interactive and conventional material when the pre-test is statistically controlled or covariates. The result shows the implication that interactive multimedia reading material makes student more creative and critical in reading. Therefore, it is proposed to the Ministry of Education, Malaysia to intensify the use of interactive multimedia materials in order to improve the achievement of student in reading.
2014
Self-regulation, personally-oriented process toward the attainment of learning goals, is a constructive way which can control detrimental thoughts in language learning process. The present study aims at finding out whether the Internet, which is known as a stress-free learning environment, can enhance Iranian male and female EFL stu-dents' reading comprehension through self-regulation or not. To achieve this, 43 junior EFL students at Islamic Azad University, Shiraz Branch were selected randomly. After taking a pre-test of reading comprehension , they were instructed on reading strategies and required to use the Internet sources for their reading comprehension in a self-regulative manner and with no teacher supervision. After a period of about three months, they took another reading comprehension test and participated in an interview. The comparison of the students' performances in the pre-and post-tests of reading comprehension revealed that students had improvements in the...
Children’s Reading Comprehension and Motivation on Screen Versus on Paper
SAGE OPEN, 2021
The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.
lnternational Electronic Journal of Elementary Education
This study investigates the impact of children's Home Computer Use (HCU), both educational and recreational, on their achievement in Reading and Mathematics during primary school. The data are taken from a longitudinal study in England called Effective Provision of Preschool, Primary and Secondary Education (EPPSE). Hierarchical linear regressions were employed to investigate the main (direct) effects, and path analyses were applied to study the mediation (indirect) effects of HCU on pupils' school achievement. The main effect models indicated that HCU has very little 'extra' impact on children's school results over and beyond their prior achievement and demographic background. By contrast, results from path analyses showed a statistically significant mediation effect, through the home learning environment and self-regulation, on children's Reading and Mathematics scores. The implications of the findings for policy and practice are also discussed.
2019
The purpose of this study was to investigate how computer-assisted use of Reading-through-Writing (RtW) method relates to the level of literacy and reading motivation of school children in grades 1 and 2 (N = 261–385). The research also explored the extent, to which the RtW method was perceived as useful among teachers and by school children with lower reading and writing skills. The research was implemented as a quasi-experimental two-year follow-up study. The experimental group (N = 34–35) was taught by applying the RtW method, as defined by Trageton (2007). The control data (N = 227–350) were sourced from the first phase (2006–2011) of the First Steps Study: Interaction and Learning within Child-Parent-Teacher Triangle. This research employed the embedded mixed methods research design. The quantitative data were obtained from 7 literacy tests and 3 reading motivation tests. The qualitative data were gathered from the study diaries filled by the teachers (N = 3), the interviews c...