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ERIC Number: EJ786767
Record Type: Journal
Publication Date: 2008-Mar
Pages: 28
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0020-4277
Constructivist Pedagogy in Strategic Reading Instruction: Exploring Pathways to Learner Development in the English as a Second Language (ESL) Classroom
Zhang, Lawrence Jun
Instructional Science: An International Journal of the Learning Sciences, v36 n2 p89-116 Mar 2008
The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners' understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a two-month strategy-based reading instruction program, set within a constructivist framework. The program emphasized developing students' academic reading proficiency. The study, quasi-experimental in design, involved a control group and an experimental group, both of whom were ESL students from the People's Republic of China (PRC). The students were expected to satisfy an intensive English communication skills requirement in order to be successfully matriculated into English-medium universities in Singapore. The results showed that the teacher's strategy-based instructional intervention evolving around participatory activities affected changes in the ESL students' use of reading strategies and improvement in comprehension. These findings are discussed in relation to PRC students in study-abroad contexts, especially the cultures of learning that they bring along with them. Recommendations for further research are also made.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Singapore