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ERIC Number: ED399803
Record Type: RIE
Publication Date: 1996-Mar
Pages: 12
Abstractor: N/A
Reference Count: N/A
Using "Think-Alouds," Journals, and Portfolios To Assess Hmong Students' Perceptions of Their Study/Learning Strategies.
Starks-Martin, Gretchen
A study investigated the studying and reading processes of limited-English-speaking Hmong university students, using think-aloud protocols, reading journals, and study skills portfolios. Think-alouds were conducted in four areas: reading a content-area textbook chapter; taking lecture notes; test studying strategies; and test-taking strategies. Reading journal entries focused on student perceptions of the reading strategies they used to increase reading rate and improve comprehension. In the portfolios, the students gathered essays in which they identified their initial learning strategies and reported results of direct application of alternative strategies. Strategies included those for reading textbooks, taking lecture notes, time management, test studying, and test taking. It was found that students memorized formulas in mathematics and vocabulary words from textbook glossaries, parroted text in answer to questions, and re-read material repeatedly until they understood it, often hesitating over vocabulary not identical to textbook wording. In note-taking, students made no margin notes or annotations, focusing on understanding the lecturer. Study was generally done alone, and language problems were frequently a barrier in test-taking. Information drawn from these sources provided the teacher with valuable information with which to personalize study strategies to be taught. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (30th, Chicago, IL, March 26-30, 1996).