Pronunciation assessment is a crucial component of language teaching and learning. Nonetheless, there seems to be a lack of consensus on the best methods and criteria for evaluating learners’ pronunciation. This review provides an overview of the traditional and modern modes of pronunciation assessment, highlighting their strengths and limitations and their approaches to assessing pronunciation. Traditional modes solely rely on human raters’ judgments and linguistic knowledge and may be encroached upon on various grounds. Modern modes often use artificial intelligence, automatic speech recognition, and complicated programs to measure and score pronunciation features. The review concludes with some implications and future directions for modern modes of pronunciation assessment.
{"title":"Pronunciation Assessment: Traditional vs Modern Modes","authors":"Ali Babaeian","doi":"10.5296/jse.v13i4.21417","DOIUrl":"https://doi.org/10.5296/jse.v13i4.21417","url":null,"abstract":"Pronunciation assessment is a crucial component of language teaching and learning. Nonetheless, there seems to be a lack of consensus on the best methods and criteria for evaluating learners’ pronunciation. This review provides an overview of the traditional and modern modes of pronunciation assessment, highlighting their strengths and limitations and their approaches to assessing pronunciation. Traditional modes solely rely on human raters’ judgments and linguistic knowledge and may be encroached upon on various grounds. Modern modes often use artificial intelligence, automatic speech recognition, and complicated programs to measure and score pronunciation features. The review concludes with some implications and future directions for modern modes of pronunciation assessment.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"112 S140","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global pandemic of COVID-19 has affected teacher training institutions across the globe and many of the pre-service teachers had to complete their field experiences online. The purpose of this article is to explore pre-service teachers’ preparedness to teach online, in the early childhood phase using technology. This paper is guided by two critical questions which focused on pre-service teachers’ experiences of conducting their field experience online and preparedness to teach young children using technology. Social Learning Theory was adopted as the theoretical framework for conducting the present study. The study was conducted using a qualitative case study within an interpretive paradigm. Twenty-five pre-service teachers were purposely selected to complete an open-ended questionnaire. Results revealed that pre-service teachers enjoyed online field experience because of its flexibility. In as much as they feel prepared to teach young children using technology on a face-to-face basis, the pre-service teachers paradoxically seem unprepared to teach online classes.
{"title":"Prepared to Teach Using Technology, but Not Prepared to Teach Online: A Case of Early Childhood Pre-service Teachers in the United Arab Emirates","authors":"Lawrence Meda, Laila Mohebi","doi":"10.5296/jse.v13i4.21412","DOIUrl":"https://doi.org/10.5296/jse.v13i4.21412","url":null,"abstract":"The global pandemic of COVID-19 has affected teacher training institutions across the globe and many of the pre-service teachers had to complete their field experiences online. The purpose of this article is to explore pre-service teachers’ preparedness to teach online, in the early childhood phase using technology. This paper is guided by two critical questions which focused on pre-service teachers’ experiences of conducting their field experience online and preparedness to teach young children using technology. Social Learning Theory was adopted as the theoretical framework for conducting the present study. The study was conducted using a qualitative case study within an interpretive paradigm. Twenty-five pre-service teachers were purposely selected to complete an open-ended questionnaire. Results revealed that pre-service teachers enjoyed online field experience because of its flexibility. In as much as they feel prepared to teach young children using technology on a face-to-face basis, the pre-service teachers paradoxically seem unprepared to teach online classes.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1177/10283153231205079
Kun Dai, Stephen Wilkins, Xiaofan Zhang
International branch campuses (IBCs) are commonly used by nations and universities to achieve internationalization. Although existing research has examined students’ attitudes and behaviors toward IBCs, few studies have investigated these issues in an intra-country context. Hong Kong institutions’ IBCs in the Greater Bay Area of Mainland China are examples of cross-border education that is offered under China's ‘one country, two systems’ policy. Using the concept of global-national-local imbrication as the theoretical lens, this qualitative study explores contextual factors influencing students’ motivations to enroll at a Hong Kong instituion's intra-country IBC. The findings suggest that students are drawn by global (e.g., high level of internationalization), national (e.g., shared culture), and local (e.g., high function-price ratio) factors to enroll at IBCs. These findings have generated new insights into students’ motivations within a unique environmental context, and the global-national-local imbrication paradigm provides a new attempt to explain the destination and institutional choices of students in transnational education.
{"title":"Understanding Contextual Factors Influencing Chinese Students to Study at a Hong Kong Institution's Intra-Country Branch Campus","authors":"Kun Dai, Stephen Wilkins, Xiaofan Zhang","doi":"10.1177/10283153231205079","DOIUrl":"https://doi.org/10.1177/10283153231205079","url":null,"abstract":"International branch campuses (IBCs) are commonly used by nations and universities to achieve internationalization. Although existing research has examined students’ attitudes and behaviors toward IBCs, few studies have investigated these issues in an intra-country context. Hong Kong institutions’ IBCs in the Greater Bay Area of Mainland China are examples of cross-border education that is offered under China's ‘one country, two systems’ policy. Using the concept of global-national-local imbrication as the theoretical lens, this qualitative study explores contextual factors influencing students’ motivations to enroll at a Hong Kong instituion's intra-country IBC. The findings suggest that students are drawn by global (e.g., high level of internationalization), national (e.g., shared culture), and local (e.g., high function-price ratio) factors to enroll at IBCs. These findings have generated new insights into students’ motivations within a unique environmental context, and the global-national-local imbrication paradigm provides a new attempt to explain the destination and institutional choices of students in transnational education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1177/10283153231172016
Anumoni Joshi, Christopher John Ziguras
This article examines post-study work rights (PSWR) policy in three major international higher education destinations – Australia, Germany and Canada – through a comparative case study approach. The study found that PSWR policies typically have several objectives: to attract more international students; fill labour shortages; internationalise higher education, retain highly skilled migrants, and to improve outcomes for international graduates. Although some of these objectives appear to have been realised in each of the three countries, it remains unclear whether such policies have improved outcomes for international graduates.
{"title":"International Higher Education and Post-Study Work Rights in Australia, Germany and Canada: Strengths and Vulnerabilities","authors":"Anumoni Joshi, Christopher John Ziguras","doi":"10.1177/10283153231172016","DOIUrl":"https://doi.org/10.1177/10283153231172016","url":null,"abstract":"This article examines post-study work rights (PSWR) policy in three major international higher education destinations – Australia, Germany and Canada – through a comparative case study approach. The study found that PSWR policies typically have several objectives: to attract more international students; fill labour shortages; internationalise higher education, retain highly skilled migrants, and to improve outcomes for international graduates. Although some of these objectives appear to have been realised in each of the three countries, it remains unclear whether such policies have improved outcomes for international graduates.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1177/10283153231199841
Peter G. Ghazarian, Andrew Tait, Jay Robinson, Uliana Kobyakova
Internationalization has become a priority at many higher education institutions. The larger presence of international students and faculty on campus has occurred at a time when societies around the world are increasingly racially, religiously, ethnically, and culturally diverse. Changing demands require flexibility and understanding among faculty members to alter instruction according to the diverse needs of their learners and open themselves to ontological alterity. This phenomenological study examines international faculty members’ perceptions of their teaching and professional identities at ten Korean institutions of higher education. Qualitative content analysis was conducted using an analytical framework approach. The results reveal mixed satisfaction with the role of instructor, uncertainty about the degree of change in their instruction, and sharply contrasting experiences with host institutions that revealed barriers to the healthy development of a professional identity among many international faculty members.
{"title":"Perceptions of Faculty Work Abroad: Lived Experiences in Korean Higher Education","authors":"Peter G. Ghazarian, Andrew Tait, Jay Robinson, Uliana Kobyakova","doi":"10.1177/10283153231199841","DOIUrl":"https://doi.org/10.1177/10283153231199841","url":null,"abstract":"Internationalization has become a priority at many higher education institutions. The larger presence of international students and faculty on campus has occurred at a time when societies around the world are increasingly racially, religiously, ethnically, and culturally diverse. Changing demands require flexibility and understanding among faculty members to alter instruction according to the diverse needs of their learners and open themselves to ontological alterity. This phenomenological study examines international faculty members’ perceptions of their teaching and professional identities at ten Korean institutions of higher education. Qualitative content analysis was conducted using an analytical framework approach. The results reveal mixed satisfaction with the role of instructor, uncertainty about the degree of change in their instruction, and sharply contrasting experiences with host institutions that revealed barriers to the healthy development of a professional identity among many international faculty members.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49244117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This two-year study investigated the impact of professional development interventions for teachers on students’ learning. In the first year, this study focused on designing, implementing, and evaluating the teachers' professional development program of interdisciplinary project-based Learning (T-IPjBLP). In the second year, this study focused on the experimental teaching of the student learning program of interdisciplinary project-based learning (S-IPjBLP) that teachers designed. Further, the author assessed the impact of S-IPjBLP on students’ capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs) and technological application from teachers’ and students’ views. The participants comprised seven teachers who taught natural science and technology subjects at the same junior high school in central Taiwan and their 26 eighth-graders. The results revealed that after attending the T-IPjBLP, the teachers' beliefs changed from a teacher-centered approach to a learner-centered approach, and their knowledge of PjBL improved significantly. After implementing the S-IPjBLP in class, teachers affirmed that PjBL pedagogy was a practical approach for increasing the students’ 4Cs capacities and technological application. The barriers that they encountered included time constraints and mandated curriculum pacing. Regarding student learning, students had positive experiences and feelings toward the S-IPjBLP. Most perceived that S-IPjBLP could improve their capacities for 4Cs and technological applications.
{"title":"Experiences and Views on Interdisciplinary Project-based Learning Program for Teachers and Students","authors":"Su-Ching Lin","doi":"10.5296/jse.v13i3.21214","DOIUrl":"https://doi.org/10.5296/jse.v13i3.21214","url":null,"abstract":"This two-year study investigated the impact of professional development interventions for teachers on students’ learning. In the first year, this study focused on designing, implementing, and evaluating the teachers' professional development program of interdisciplinary project-based Learning (T-IPjBLP). In the second year, this study focused on the experimental teaching of the student learning program of interdisciplinary project-based learning (S-IPjBLP) that teachers designed. Further, the author assessed the impact of S-IPjBLP on students’ capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs) and technological application from teachers’ and students’ views. The participants comprised seven teachers who taught natural science and technology subjects at the same junior high school in central Taiwan and their 26 eighth-graders. The results revealed that after attending the T-IPjBLP, the teachers' beliefs changed from a teacher-centered approach to a learner-centered approach, and their knowledge of PjBL improved significantly. After implementing the S-IPjBLP in class, teachers affirmed that PjBL pedagogy was a practical approach for increasing the students’ 4Cs capacities and technological application. The barriers that they encountered included time constraints and mandated curriculum pacing. Regarding student learning, students had positive experiences and feelings toward the S-IPjBLP. Most perceived that S-IPjBLP could improve their capacities for 4Cs and technological applications.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89430546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ioannis Fykaris, Maria Bimpa, Filippos Evangelou, Anna Georgiou, Ioanna Katerini, Dimitrios Papadimitriou, Ioanna Syriou, Vasileios Zagkotas
This literature review aims to describe the theoretical approaches to Didactics as they have emerged in modern literature and the classification of these theories to realize their dynamics in the teaching practice. Didactics, either as a macro-theory or a micro-theory and methodology of teaching, constitutes its theoretical background, thus significantly contributing to decisions made about the models, methods, and means employed in the instructional design. In this respect, it refers to the theory and practical applications which underlie instruction. Its wide range of definitions, which are based on different and often conflicting theoretical approaches, have sustained an ongoing reflection and debate on the epistemological entity of Didactics. The present study views Didactics as the framework for the scientific and theoretical documentation of teaching, which it perceives as a complex multifactorial phenomenon.
{"title":"Descriptive and Categorical Delimitation of the Theories of “Didactics”","authors":"Ioannis Fykaris, Maria Bimpa, Filippos Evangelou, Anna Georgiou, Ioanna Katerini, Dimitrios Papadimitriou, Ioanna Syriou, Vasileios Zagkotas","doi":"10.5296/jse.v13i3.21173","DOIUrl":"https://doi.org/10.5296/jse.v13i3.21173","url":null,"abstract":"This literature review aims to describe the theoretical approaches to Didactics as they have emerged in modern literature and the classification of these theories to realize their dynamics in the teaching practice. Didactics, either as a macro-theory or a micro-theory and methodology of teaching, constitutes its theoretical background, thus significantly contributing to decisions made about the models, methods, and means employed in the instructional design. In this respect, it refers to the theory and practical applications which underlie instruction. Its wide range of definitions, which are based on different and often conflicting theoretical approaches, have sustained an ongoing reflection and debate on the epistemological entity of Didactics. The present study views Didactics as the framework for the scientific and theoretical documentation of teaching, which it perceives as a complex multifactorial phenomenon.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"17 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82531603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the synergy between higher education and the promotion of pro-ecosystem behaviour among students. Using descriptive research survey with purposive, stratified sampling of estimated two hundred (200) respondents to gauge perspectives on key questions on climate change, the following were the major findings: promoting pro-ecosystem behaviour requires a more integrative and multi-dimensional approach; an understanding of the social system and its gendered impact of how particular groups are at risk on climate change; developing ethical reasoning with critical thinking. Even though, Climate Change is of critical importance and education has been on-going in Ghanaian Higher Education, there are still gaps. Few developments of new climate courses or programs, lack of inter-unit team teaching across disciplines in Ghanaian universities, limited research capacities as well as little or no engagement of the universities with the communities on climate change. This suggests that more needs to be done.
{"title":"Higher Education and the Promotion of Pro-Ecosystem Behaviour among Students","authors":"S. Ntim","doi":"10.5296/jse.v13i3.21218","DOIUrl":"https://doi.org/10.5296/jse.v13i3.21218","url":null,"abstract":"This study examined the synergy between higher education and the promotion of pro-ecosystem behaviour among students. Using descriptive research survey with purposive, stratified sampling of estimated two hundred (200) respondents to gauge perspectives on key questions on climate change, the following were the major findings: promoting pro-ecosystem behaviour requires a more integrative and multi-dimensional approach; an understanding of the social system and its gendered impact of how particular groups are at risk on climate change; developing ethical reasoning with critical thinking. Even though, Climate Change is of critical importance and education has been on-going in Ghanaian Higher Education, there are still gaps. Few developments of new climate courses or programs, lack of inter-unit team teaching across disciplines in Ghanaian universities, limited research capacities as well as little or no engagement of the universities with the communities on climate change. This suggests that more needs to be done.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"2 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83711447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the developments in the experiences of students with disabilities during the COVID-19 pandemic, focusing on distance learning at three Emirati universities. It explores the students' experiences during the first semester of distance learning and analyses how these experiences evolved one year into the pandemic. The research adopts a qualitative approach, using semi-structured interviews to collect data from 21 participants, including 12 students with disabilities and 9 disability support staff. The study's findings highlight that during the initial months of online learning, the students encountered various technical challenges, such as difficulties with technology access, Wi-Fi availability, and lack of training in using assistive technologies. However, as the pandemic progressed, the students faced different challenges in the second year of online learning. These challenges included navigating online classes and exams, communication issues with instructors and peers, assignment difficulties, and feelings of social isolation. The results indicate significant developments in the students' experiences in the second year of distance learning compared to the first year.
{"title":"The development of students with disabilities’ experiences concerning distance learning in the Emirati Universities during the COVID-19 pandemic","authors":"M. Alhammadi, Z. Hojeij","doi":"10.5296/jse.v13i3.21135","DOIUrl":"https://doi.org/10.5296/jse.v13i3.21135","url":null,"abstract":"This study investigates the developments in the experiences of students with disabilities during the COVID-19 pandemic, focusing on distance learning at three Emirati universities. It explores the students' experiences during the first semester of distance learning and analyses how these experiences evolved one year into the pandemic. The research adopts a qualitative approach, using semi-structured interviews to collect data from 21 participants, including 12 students with disabilities and 9 disability support staff. The study's findings highlight that during the initial months of online learning, the students encountered various technical challenges, such as difficulties with technology access, Wi-Fi availability, and lack of training in using assistive technologies. However, as the pandemic progressed, the students faced different challenges in the second year of online learning. These challenges included navigating online classes and exams, communication issues with instructors and peers, assignment difficulties, and feelings of social isolation. The results indicate significant developments in the students' experiences in the second year of distance learning compared to the first year.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"34 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89227596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the well-known fact that reading any EFL academic written discourse entails the proactive exertion of cognitive efforts and the constant immersion in executive control, the use of cognitive reading strategies (CRSs) occupies an outstandingly pivotal part in effectually assimilating the textual content. By implementing these strategies during the process of textual reading, readers can ensure efficient meaning-making acts. Targeting a group of first-semester university students (N=63), this exploratory study, which is part and parcel of my unpublished Doctoral Dissertation defended in 2015, has a two-fold focus. It endeavors to (a) delve into the most frequently deployed cognitive reading strategies among Moroccan EFL university learners and (b) uncover how the strategic processes are conducted among the targeted group during the act of reading. The data were gained through the assignment of two reading comprehension texts (i.e., narrative, expository) that were coupled with a retrospective questionnaire (RQ). The results showcased that the target group makes adequate use of cognitive reading strategies during textual processing. Hence, the study spells out a host of recommendations for the academic as well as the research community and sets forth some encountered limitations.
{"title":"The Implementation of Cognitive Reading Strategies in EFL Textual Processing among Moroccan English Department University Learners: An Exploratory Study","authors":"Mohammed Msaddek","doi":"10.5296/jse.v13i3.21156","DOIUrl":"https://doi.org/10.5296/jse.v13i3.21156","url":null,"abstract":"Given the well-known fact that reading any EFL academic written discourse entails the proactive exertion of cognitive efforts and the constant immersion in executive control, the use of cognitive reading strategies (CRSs) occupies an outstandingly pivotal part in effectually assimilating the textual content. By implementing these strategies during the process of textual reading, readers can ensure efficient meaning-making acts. Targeting a group of first-semester university students (N=63), this exploratory study, which is part and parcel of my unpublished Doctoral Dissertation defended in 2015, has a two-fold focus. It endeavors to (a) delve into the most frequently deployed cognitive reading strategies among Moroccan EFL university learners and (b) uncover how the strategic processes are conducted among the targeted group during the act of reading. The data were gained through the assignment of two reading comprehension texts (i.e., narrative, expository) that were coupled with a retrospective questionnaire (RQ). The results showcased that the target group makes adequate use of cognitive reading strategies during textual processing. Hence, the study spells out a host of recommendations for the academic as well as the research community and sets forth some encountered limitations. ","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"6 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88834655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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