Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2021
Patrizia Giampieri
Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.
{"title":"Googleology for second language learning","authors":"Patrizia Giampieri","doi":"10.1515/cercles-2021-2021","DOIUrl":"https://doi.org/10.1515/cercles-2021-2021","url":null,"abstract":"Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"11 1","pages":"453 - 469"},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46354512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2032
Katarina Zamborova, Isabella Stefanutti, B. Klimova
Abstract The pandemic may well have totally changed the way foreign languages are now being taught. In March 2020 language centres (LCs) in universities needed to adjust abruptly to online teaching with minimal resources or training for teachers. Research on the topic of the impact of the pandemic on teaching started from Day 1 and to date there have been contradictions about whether online learning is effective. The CercleS survey aims to study teachers’ reflections on teaching during the pandemic and on the future of foreign language instruction in Higher Education (HE). Data were collected between March 30 and May 5, 2021, and the answers reflect the voices of 725 teachers from CercleS national associations. The findings indicate that the teachers moved flexibly into the online mode of teaching despite limitations in technological resources and the absence of training: 32.4% of the respondents declared no hardware was provided by their institution for working from home and 40.6% were not relieved from other duties. However, 66% of the teachers reported that the learning outcomes were met by modifying specific assessment criteria. Simultaneous group dynamics seemed difficult to achieve in the online format in comparison to face-to-face interactions in the traditional classroom. The acquisition of language skills, mainly speaking, was a challenge. Generally, the respondents see the benefits of a blended/hybrid mode of instruction. Implications for teaching practices and stakeholders are as follows: develop guidelines defining criteria for different formats of delivery in language education, develop workshops for teachers, negotiate conditions needed to carry out efficient and sustainable language teaching with university executive boards, offer training for sustainable online and hybrid teaching and maintain, and develop international collaboration between LCs in HE (e.g. virtual exchange, staff exchange, virtual international classrooms).
{"title":"CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education","authors":"Katarina Zamborova, Isabella Stefanutti, B. Klimova","doi":"10.1515/cercles-2021-2032","DOIUrl":"https://doi.org/10.1515/cercles-2021-2032","url":null,"abstract":"Abstract The pandemic may well have totally changed the way foreign languages are now being taught. In March 2020 language centres (LCs) in universities needed to adjust abruptly to online teaching with minimal resources or training for teachers. Research on the topic of the impact of the pandemic on teaching started from Day 1 and to date there have been contradictions about whether online learning is effective. The CercleS survey aims to study teachers’ reflections on teaching during the pandemic and on the future of foreign language instruction in Higher Education (HE). Data were collected between March 30 and May 5, 2021, and the answers reflect the voices of 725 teachers from CercleS national associations. The findings indicate that the teachers moved flexibly into the online mode of teaching despite limitations in technological resources and the absence of training: 32.4% of the respondents declared no hardware was provided by their institution for working from home and 40.6% were not relieved from other duties. However, 66% of the teachers reported that the learning outcomes were met by modifying specific assessment criteria. Simultaneous group dynamics seemed difficult to achieve in the online format in comparison to face-to-face interactions in the traditional classroom. The acquisition of language skills, mainly speaking, was a challenge. Generally, the respondents see the benefits of a blended/hybrid mode of instruction. Implications for teaching practices and stakeholders are as follows: develop guidelines defining criteria for different formats of delivery in language education, develop workshops for teachers, negotiate conditions needed to carry out efficient and sustainable language teaching with university executive boards, offer training for sustainable online and hybrid teaching and maintain, and develop international collaboration between LCs in HE (e.g. virtual exchange, staff exchange, virtual international classrooms).","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"11 1","pages":"269 - 283"},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41987093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2033
M. Coderch
Abstract The aim of this activity report is to provide an initial appraisal of the current makeup of the professional group of modern foreign language teachers in UK Higher Education. The report is in two parts: a literature review that identifies the main defining qualities of modern foreign languages teachers, and an evaluation of the professional and academic profiles of language teachers in UK higher education, as displayed in the institutional websites of the universities where they work. The analysis of the data collected corroborates the characteristics identified in the literature: the low status of teaching staff, the often unconventional entry paths into the profession, the prevalence of the “native speaker” construct as a desirable feature in candidates who aspire to teach the language, the disparity in qualifications of language teachers, and their low engagement in research activities. Future prospects involve the verification (or amendment, where necessary) of the data collected with accounts from individuals who work as language teachers.
{"title":"An initial assessment of the academic and professional profile of modern foreign languages’ teachers in UK higher education","authors":"M. Coderch","doi":"10.1515/cercles-2021-2033","DOIUrl":"https://doi.org/10.1515/cercles-2021-2033","url":null,"abstract":"Abstract The aim of this activity report is to provide an initial appraisal of the current makeup of the professional group of modern foreign language teachers in UK Higher Education. The report is in two parts: a literature review that identifies the main defining qualities of modern foreign languages teachers, and an evaluation of the professional and academic profiles of language teachers in UK higher education, as displayed in the institutional websites of the universities where they work. The analysis of the data collected corroborates the characteristics identified in the literature: the low status of teaching staff, the often unconventional entry paths into the profession, the prevalence of the “native speaker” construct as a desirable feature in candidates who aspire to teach the language, the disparity in qualifications of language teachers, and their low engagement in research activities. Future prospects involve the verification (or amendment, where necessary) of the data collected with accounts from individuals who work as language teachers.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"11 1","pages":"527 - 535"},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45069847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2026
Tanja Angelovska, Sarah Mercer, Kyle Talbot
Abstract Engagement is seen as a highly desirable outcome and process contributing to successful learning. In second language acquisition (SLA), we know comparatively little about the nature of engagement for learning a language, in particular the kind of individual differences in learners that account for variations in engagement. In this study, we investigate whether a relationship exists between the engagement of tertiary-level English as a Foreign Language (EFL) students and one key individual difference, student personality traits, as measured by Goldberg, Lewis R. 1992. The development of markers for the Big-Five factor structure. Psychological Assessment 4(1). 26–42, Big-Five Personality Markers. Participants in this study were 154 EFL tertiary-level students from two universities in Austria. Language learning engagement (LLE) was measured using a modified version of the standardized Student Engagement Instrument (Appleton et al. 2006) adapted specifically for the tertiary-level EFL context in which this study was conducted. The study revealed that trait neuroticism and age predicted LLE and its two dimensions, the cognitive and the affective. Pedagogical implications of the study are presented and discussed.
参与被认为是一个非常理想的结果和过程，有助于成功的学习。在第二语言习得(SLA)中，我们对语言学习投入的本质知之甚少，特别是学习者的个体差异导致了投入的变化。在本研究中，我们调查了高等教育阶段英语作为外语(EFL)学生的投入程度与一个关键的个体差异——学生的人格特征之间是否存在关系，该差异由Goldberg, Lewis R. 1992测量。大五要素结构的标记开发。心理评估4(1)。26-42，大五人格标记。本研究以来自奥地利两所大学的154名英语大专学生为研究对象。语言学习参与度(LLE)是使用标准化学生参与度工具(Appleton et al. 2006)的修改版本进行测量的，该工具专门适用于本研究进行的三级英语环境。研究发现，性格神经质和年龄对LLE及其认知和情感两个维度具有预测作用。提出并讨论了本研究的教学意义。
{"title":"Personality traits as predictors of language learner engagement","authors":"Tanja Angelovska, Sarah Mercer, Kyle Talbot","doi":"10.1515/cercles-2021-2026","DOIUrl":"https://doi.org/10.1515/cercles-2021-2026","url":null,"abstract":"Abstract Engagement is seen as a highly desirable outcome and process contributing to successful learning. In second language acquisition (SLA), we know comparatively little about the nature of engagement for learning a language, in particular the kind of individual differences in learners that account for variations in engagement. In this study, we investigate whether a relationship exists between the engagement of tertiary-level English as a Foreign Language (EFL) students and one key individual difference, student personality traits, as measured by Goldberg, Lewis R. 1992. The development of markers for the Big-Five factor structure. Psychological Assessment 4(1). 26–42, Big-Five Personality Markers. Participants in this study were 154 EFL tertiary-level students from two universities in Austria. Language learning engagement (LLE) was measured using a modified version of the standardized Student Engagement Instrument (Appleton et al. 2006) adapted specifically for the tertiary-level EFL context in which this study was conducted. The study revealed that trait neuroticism and age predicted LLE and its two dimensions, the cognitive and the affective. Pedagogical implications of the study are presented and discussed.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"11 1","pages":"285 - 310"},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43201372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2024
M. Tadayonifar, M. Valizadeh, M. Entezari, Mosfata Bahraman
Abstract The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings’s VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.
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Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2018
Susanna Kohonen, Jonna Kosonen, Sinikka Kettunen
Abstract This report will discuss the process of evaluation for development in a collaborative project that integrated teaching between the Language Centre and the Law School at the University of Eastern Finland. The focus of this report will be on a model the authors devised for the purposes of developing teaching, called E.A.S.Y, Empowering Actors, Stakeholders and You (in Finnish: kehitysriihi), with its Nutshell Poster. The interactive and participatory model draws on the principles of evaluation for development instead of evaluation of development, steering away from the emphasis on making judgments, and exemplifies a novel, resource-efficient method for curriculum development in higher education in a manner that facilitates agency and implements the principles of a learning organisation. The authors propose that the model, albeit in the example project used within the context of Higher Education, could be widely adapted into other contexts, too.
{"title":"Evaluation for development: the E.A.S.Y. model for empowering actors and stakeholders in curriculum development","authors":"Susanna Kohonen, Jonna Kosonen, Sinikka Kettunen","doi":"10.1515/cercles-2021-2018","DOIUrl":"https://doi.org/10.1515/cercles-2021-2018","url":null,"abstract":"Abstract This report will discuss the process of evaluation for development in a collaborative project that integrated teaching between the Language Centre and the Law School at the University of Eastern Finland. The focus of this report will be on a model the authors devised for the purposes of developing teaching, called E.A.S.Y, Empowering Actors, Stakeholders and You (in Finnish: kehitysriihi), with its Nutshell Poster. The interactive and participatory model draws on the principles of evaluation for development instead of evaluation of development, steering away from the emphasis on making judgments, and exemplifies a novel, resource-efficient method for curriculum development in higher education in a manner that facilitates agency and implements the principles of a learning organisation. The authors propose that the model, albeit in the example project used within the context of Higher Education, could be widely adapted into other contexts, too.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"11 1","pages":"537 - 544"},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41686792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2027
Micòl Beseghi
Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.
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Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2030
Jolanta Łącka-Badura
Abstract The paper investigates how the type of business content found in the reading materials offered by a popular Business English course book as well as the degree of the content’s relevance and usefulness, are perceived by pre-service students learning Business English as part of their university curriculum. Twelve groups of first year undergraduate students at the University of Economics in Katowice, with no prior experience of learning either Business English or the principles of business, were asked to compare pairs of texts related to three business topics: international marketing, management styles, and stock market investment. One of the texts in each pair was selected from the Student Book of the third edition of a widely used Business English course book (upper-intermediate or intermediate level), and the other, on the same topic, extracted from online repositories of business-related articles. The results of the student survey indicate that first year students, while appreciating the course book ‘real-life examples’ of successful companies, express strong preference for the Internet-based texts which provide them with the opportunity to acquire ‘basic knowledge’ related to specific business issues. The findings also appear to confirm the rationale behind integrating the two approaches: LSP (languages for specific purposes) and CBI (content-based instruction) in the tertiary education context, as well as the importance of properly selected professional content in fostering learners’ motivation and engagement.
{"title":"Acquiring business knowledge through Business English reading materials: pre-experience students’ perspective","authors":"Jolanta Łącka-Badura","doi":"10.1515/cercles-2021-2030","DOIUrl":"https://doi.org/10.1515/cercles-2021-2030","url":null,"abstract":"Abstract The paper investigates how the type of business content found in the reading materials offered by a popular Business English course book as well as the degree of the content’s relevance and usefulness, are perceived by pre-service students learning Business English as part of their university curriculum. Twelve groups of first year undergraduate students at the University of Economics in Katowice, with no prior experience of learning either Business English or the principles of business, were asked to compare pairs of texts related to three business topics: international marketing, management styles, and stock market investment. One of the texts in each pair was selected from the Student Book of the third edition of a widely used Business English course book (upper-intermediate or intermediate level), and the other, on the same topic, extracted from online repositories of business-related articles. The results of the student survey indicate that first year students, while appreciating the course book ‘real-life examples’ of successful companies, express strong preference for the Internet-based texts which provide them with the opportunity to acquire ‘basic knowledge’ related to specific business issues. The findings also appear to confirm the rationale behind integrating the two approaches: LSP (languages for specific purposes) and CBI (content-based instruction) in the tertiary education context, as well as the importance of properly selected professional content in fostering learners’ motivation and engagement.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"11 1","pages":"433 - 451"},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47282068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/cercles-2021-2034
C. Argondizzo, Gillian Mansfield
It is a pleasant challenge for us to compile each issue of Language Learning in Higher Education by capturing an underlying theme in its contributions and the threads running through them. The thoughts that go through our minds for this collection of papers is, for teacher and learner alike, a sense of wellbeing and of feeling comfortable in whatever aspect of the teaching-learning continuum the author is focusing on. The papers show that researchers give voice to learners and teachers through the number of questionnaires and surveys they present and discuss in response to their research questions. These forms of investigation give space to both individual and collective testimonies that are, on the one hand, food for thought for critical reflection from which to develop future scholarly activities. On the other, giving voice to participants in a research experiment is a means of stimulating them (be they teachers or learners) into thinking critically about what they are doing, how and why they are doing it, and whether they are satisfied with the outcome. In this Issue 11.2 in which, once again, learning is considered a dynamic aspect of the language classroom, the opening paper invites readers to focus their attention on the CercleS survey on the Impact of the COVID-19 pandemic on foreign language teaching in higher education carried out by Katarina Zamborová, Isabella Stefanutti and Blanka Klimová, under the coordination of Sabina Schaffner. The authors present a survey aimed at studying teachers ’ re fl ections on teaching during the pandemic and on the future of foreign language instruction in Higher Education (HE). The fi ndings, which were collected through the feedback received from several European University Language Centres, highlight the fact that the respondents were able to see the bene fi ts of a blended and hybrid mode of language instruction despite the dif fi cult worldwide conditions. In addition to the data carefully described, the paper presents implications for teaching practices that will be useful for professionals involved in the daily action of language the paper The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles by Mojtaba Tadayonifar, Mohammadreza Valizadeh, Mahnaz Entezari and Mosfata Bahraman. In fact this paper explores the short- and long-term impacts of explicit reading strategy instruction and its aim is to help students with different learning styles improve their reading comprehension. A group of Iranian learners participated in the study. The authors describe the different steps of the research study which included a pre-test, 12 weeks of explicit a model for the purposes of developing The an interactive and participatory model draws on the of for rather than evaluation of authors a
{"title":"Wellbeing in language learning and teaching","authors":"C. Argondizzo, Gillian Mansfield","doi":"10.1515/cercles-2021-2034","DOIUrl":"https://doi.org/10.1515/cercles-2021-2034","url":null,"abstract":"It is a pleasant challenge for us to compile each issue of Language Learning in Higher Education by capturing an underlying theme in its contributions and the threads running through them. The thoughts that go through our minds for this collection of papers is, for teacher and learner alike, a sense of wellbeing and of feeling comfortable in whatever aspect of the teaching-learning continuum the author is focusing on. The papers show that researchers give voice to learners and teachers through the number of questionnaires and surveys they present and discuss in response to their research questions. These forms of investigation give space to both individual and collective testimonies that are, on the one hand, food for thought for critical reflection from which to develop future scholarly activities. On the other, giving voice to participants in a research experiment is a means of stimulating them (be they teachers or learners) into thinking critically about what they are doing, how and why they are doing it, and whether they are satisfied with the outcome. In this Issue 11.2 in which, once again, learning is considered a dynamic aspect of the language classroom, the opening paper invites readers to focus their attention on the CercleS survey on the Impact of the COVID-19 pandemic on foreign language teaching in higher education carried out by Katarina Zamborová, Isabella Stefanutti and Blanka Klimová, under the coordination of Sabina Schaffner. The authors present a survey aimed at studying teachers ’ re fl ections on teaching during the pandemic and on the future of foreign language instruction in Higher Education (HE). The fi ndings, which were collected through the feedback received from several European University Language Centres, highlight the fact that the respondents were able to see the bene fi ts of a blended and hybrid mode of language instruction despite the dif fi cult worldwide conditions. In addition to the data carefully described, the paper presents implications for teaching practices that will be useful for professionals involved in the daily action of language the paper The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles by Mojtaba Tadayonifar, Mohammadreza Valizadeh, Mahnaz Entezari and Mosfata Bahraman. In fact this paper explores the short- and long-term impacts of explicit reading strategy instruction and its aim is to help students with different learning styles improve their reading comprehension. A group of Iranian learners participated in the study. The authors describe the different steps of the research study which included a pre-test, 12 weeks of explicit a model for the purposes of developing The an interactive and participatory model draws on the of for rather than evaluation of authors a","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"11 1","pages":"263 - 268"},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49470210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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