Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Argument (1)
- Black college students (1)
- Black student counter-spaces (1)
- Cognitive Learning (1)
- Confirmation Bias (1)
-
- Critical Thinking (1)
- Curriculum-Integrated Learning Strategy Instruction (1)
- Dialectical Method (1)
- ESL Reading Comprehension (1)
- ESL Teaching Method (1)
- Education (1)
- English Composition (1)
- Explicit Strategy Instruction (1)
- First-Year Students (1)
- Foreign language education (1)
- Higher education (1)
- Historically white institutions (1)
- Language education (1)
- Learning Strategy (1)
- Peer support (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
The Effects Of Curriculum-Integrated Explicit Learning Strategy Instruction On Reading Comprehension For English As A Second Language (Esl) Learners At The Community College, Sylvia Chaiyeon Lee
The Effects Of Curriculum-Integrated Explicit Learning Strategy Instruction On Reading Comprehension For English As A Second Language (Esl) Learners At The Community College, Sylvia Chaiyeon Lee
Doctoral Dissertations
Reading skills are critical for English as a Second Language (ESL) students in higher education to achieve academic success. However, effective ways to promote student success in ESL reading courses are under-researched. Identifying factors that may enhance the quality and outcomes of learning ESL reading is essential. One such factor identified by previous research is learning strategies. Explicit instruction on learning strategies may lessen the problems and difficulties that international students encounter. Explicit strategy instruction can bring a systematic scaffold into a language learning process, guide students toward proper learning strategies, and promote constructive cognitive processing during learning.
This study …
Effects Of Teaching Argument To First-Year Community-College Students Using A Structural And Dialectical Approach, Sharon Radcliff
Effects Of Teaching Argument To First-Year Community-College Students Using A Structural And Dialectical Approach, Sharon Radcliff
Doctoral Dissertations
The purpose of this study was to measure to what extent an experimental method of teaching argument incorporating elements from both Toulmin’s (2004) structural approach and Walton’s (2013) dialectical approach effects first-year college students’ ability to write strong arguments. This experimental instruction used critical questioning as a strategy in building a strong argument, incorporating alternative viewpoints, and creating a dialogue between claims and counterclaims, backed logically by verifiable evidence from reliable sources.
Using the Analytic Scoring Rubric of Argumentative Writing (ASRAW; Stapleton & Wu, 2015) that includes the argument elements of claims, data, counterclaim, counterclaim data, rebuttal claim, and rebuttal …
The Relationship Between Metacognitive Strategies And Listening Comprehension Proficiency In Intensive-Korean-Foreign-Language Setting, Gumok Seo
Doctoral Dissertations
The study investigated the relationship between a metacognitive-listening strategy and listening proficiency and gained insights into students’ perceptions of listening-strategy use among Korean-as-a-foreign-language learners in an intensive-language setting in Northern California. Little research has been carried out in a Korean-as-a-foreign-language (KFL) setting, and investigation in a different context of an intensive-language program is needed where good study habits, such as metacognitive strategy, self-regulation, and autonomous learning are required. Thus, this study aimed to investigate the relationship between metacognitive-listening-strategy use and listening proficiency outcomes by more- and less-proficient students among KFL adult learners and their perception of metacognitive-listening-strategies.
To achieve the …
The Collegiate Black Space: Black College Students’ Use Of New Counter-Spaces For Support, Knowledge Production, And Organizing For Activism, Heather Streets
The Collegiate Black Space: Black College Students’ Use Of New Counter-Spaces For Support, Knowledge Production, And Organizing For Activism, Heather Streets
Doctoral Dissertations
Black collegians who attend historically white institutions continue to struggle with racism, microaggressions, feelings of alienation, minimal or improper advising, and an undue pressure to prove themselves (Bonner, 2010; Feagin & Sikes, 1995; Strayhorn, 2010). These barriers to success result in part due to a lack of support from the colleges and universities that they attend (Allen, 1992; Parker, Puig, Johnson & Anthony, Jr., 2016). With institutional benefits designed to benefit white students over students of color, Black students must find their own alternatives for collaboration and to provide support for their peers.
Many Black spaces can be defined as …