scholarly journals Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya

2021 ◽  
Author(s):  
Hana El-Badri ◽  
Fatma Abu-baker
Keyword(s):  
Reading Comprehension ◽  
Short Story ◽  
Text Comprehension ◽  
Teaching Practice ◽  
Corrective Feedback ◽  
Research Process ◽  
The Self ◽  
Literary Texts ◽  
Future Research ◽  
Self Reflection

Teaching learners to reflect on their work has been widely researched within language-learning contexts in higher education. Research has revealed that self-reflection leads to both development in learners’ reading comprehension and lecturers being enabled to write more meaningful corrective feedback on learners’ assignments. Using a collaborative teaching approach at Benghazi university, this research evaluated the effectiveness of using a self-reflection worksheet for understanding short stories based on the perspectives of 19 tertiary Libyan learners and the course lecturers’ feedback. The research process involved the learners first reading a short story and answering text comprehension questions and a reflection question in which they commented on their understanding. They were then introduced to the self-reflection worksheet and advised how to use it in their second reading of the same story. This self-reflection worksheet included a section where students added reflections on their understanding following the second reading, supported by the worksheet. Content analysis was used for the qualitative data that investigated the learners’ reflection after their first and second reading. It was also used for staff feedback on the learners’ reflections. The findings show the usefulness of using the self-reflection worksheet in supporting the learners’ meaning understanding. It also helped them make positive changes during their second reading of the story. Evidence suggests that using worksheets for reading literary texts is effective in improving levels of reading comprehension. Implications and suggestions for effective teaching practice and future research are provided in this paper.  

scholarly journals Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090169 ◽  
Author(s):  
Daibao Guo ◽  
Shuai Zhang ◽  
Katherine Landau Wright ◽  
Erin M. McTigue
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Significant Difference ◽  
Flow Diagrams ◽  
Positive Effect ◽  
Mixed Format

Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.

scholarly journals Transference and Subjective Implication: Psychoanalytic Reflections on an Action Research

2021 ◽  
Vol 28 (99) ◽  
pp. 944-968
Author(s):  
Mariana Mayumi Pereira de Souza ◽  
Ana Paula Paes de Paula
Keyword(s):  
Action Research ◽  
Research Process ◽  
The Self ◽  
Organizational Studies ◽  
Self Reflection ◽  
Psychoanalytic Approach ◽  
Reciprocal Influences ◽  
Waste Pickers

Abstract This paper aims to use the Freudian psychoanalytic approach to explain the process of interaction between researchers and subjects participating in action research, bringing a new contribution to organizational studies. It is hoped that this research will promote the self-reflection of researchers in this research process, highlighting the complexities of the transferential dynamics and subjective implication of field interactions. With this objective in mind, key psychoanalytic concepts are explored and definitions of action research are presented. This is achieved by describing how it was carried out in a waste pickers’ association, as well as how the reciprocal influences between the subjects participating in the research are constituted and the constituents of the research and its results, through an analysis of the transferential dynamics and subjective implications between those involved.

Assessing Therapy-Relevant Cognitive Capacities in Young People: Development and Psychometric Evaluation of the Self-Reflection and Insight Scale for Youth

2010 ◽  
Vol 38 (3) ◽  
pp. 303-317 ◽  
Author(s):  
Floor M. Sauter ◽  
David Heyne ◽  
Anke W. Blöte ◽  
Brigit M. van Widenfelt ◽  
P. Michiel Westenberg
Keyword(s):  
Young People ◽  
Community Sample ◽  
Psychometric Evaluation ◽  
The Self ◽  
Future Research ◽  
Behaviour Therapy ◽  
Good Reliability ◽  
Cognitive Capacities ◽  
Self Reflection ◽  
Cognitive Behaviour

Background: The effectiveness of cognitive-behaviour therapy with young people may be influenced by a young person's capacity for self-reflection and insight. Clinicians who assess clients' proficiencies in these cognitive capacities can better tailor cognitive and behavioural techniques to the client, facilitating engagement and enhancing treatment outcome. It is therefore important that sound instruments for assessing self-reflection and insight in young people are available. Aims: The aim of the current study was to translate and adapt the Self-Reflection and Insight Scale (SRIS) for use with a child and adolescent population (Study 1), and to evaluate the psychometric properties of the resulting measure, the Self-Reflection and Insight Scale for Youth (SRIS-Y; Study 2). Method: In Study 1 (n = 145), the comprehensibility of the SRIS-Y was assessed in a community sample of children and adolescents. Study 2 (n = 215) then explored the reliability and structural, convergent, and divergent validity of the SRIS-Y. Results: The SRIS-Y was found to be comprehensible to young people, and had good reliability and structural validity. Conclusions: It appears that the SRIS-Y is a sound instrument for assessing therapy-relevant cognitive capacities in young people, of potential benefit in both research and clinical contexts. Future research foci include the predictive validity of the instrument.

scholarly journals A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes

2020 ◽  
Vol 8 (3) ◽  
pp. p127
Author(s):  
Junling Zhang
Keyword(s):  
Teaching Practice ◽  
Teaching Method ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Self Reflection ◽  
English Writing ◽  
Grammar Correction ◽  
English Classes ◽  
Autonomic Learning ◽  
Negative Feelings

Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.

scholarly journals Transferência e Implicação Subjetiva: Reflexões Psicanalíticas a partir de uma Pesquisa-Ação

2021 ◽  
Vol 28 (99) ◽  
pp. 944-968
Author(s):  
Mariana Mayumi Pereira de Souza ◽  
Ana Paula Paes de Paula
Keyword(s):  
Action Research ◽  
Research Process ◽  
The Self ◽  
Organizational Studies ◽  
Self Reflection ◽  
Psychoanalytic Approach ◽  
Reciprocal Influences ◽  
Waste Pickers

Abstract This paper aims to use the Freudian psychoanalytic approach to explain the process of interaction between researchers and subjects participating in action research, bringing a new contribution to organizational studies. It is hoped that this research will promote the self-reflection of researchers in this research process, highlighting the complexities of the transferential dynamics and subjective implication of field interactions. With this objective in mind, key psychoanalytic concepts are explored and definitions of action research are presented. This is achieved by describing how it was carried out in a waste pickers’ association, as well as how the reciprocal influences between the subjects participating in the research are constituted and the constituents of the research and its results, through an analysis of the transferential dynamics and subjective implications between those involved.

scholarly journals Public self-reflection in the context of the European migrant crisis: Towards a new transdisciplinary model of discourse analysis in politics, media and the arts

2019 ◽  
Vol 49 (3-4) ◽  
pp. 336-353
Author(s):  
Florian Lippert
Keyword(s):  
Literary Texts ◽  
Ethical Challenge ◽  
Future Research ◽  
The Political ◽  
Press Coverage ◽  
Self Reflection ◽  
The Arts ◽  
Development Policies ◽  
Filmic Framing ◽  
Theoretical Foundations

While the European migrant crisis is omnipresent in political and medial discourses, two of its key causes are only seldom addressed by politicians and journalists: mistakes in Europe’s domestic, foreign and development policies; and Eurocentric, clichéd or ill-informed press coverage on migration. What impedes such political and medial self-criticism? What happens if politicians or journalists publicly address their own mistakes? Creative culture, in turn, has a long tradition of public self-reflexivity. In the wake of the crisis, many literary texts and films self-critically reflect on the literary and filmic framing of migrants, and challenge the political and medial ‘externalization’ of the crisis. Building upon these observations, this contribution suggests a new direction for discursive research: the analysis of self-criticism as an ethical challenge for public communication. It highlights research desiderata, discusses the theoretical foundations for comparing self-reflexivity across discourses, and outlines a transdisciplinary terminology and exemplary methods for future research.

THE GOAL-FOCUSED COACHING SKILLS QUESTIONNAIRE: PRELIMINARY FINDINGS

2007 ◽  
Vol 35 (6) ◽  
pp. 751-760 ◽  
Author(s):  
Anthony M. Grant ◽  
Michael J. Cavanagh
Keyword(s):  
Emotional Intelligence ◽  
The Self ◽  
Self Report ◽  
Face Validity ◽  
Future Research ◽  
Initial Development ◽  
Self Reflection ◽  
Coaching Skills ◽  
Personal Insight ◽  
Test Retest Reliability

Goal-focused coaching is increasingly being used to help people set and reach personal and workplace goals. However, coaches' coaching skills are rarely measured. This exploratory study reports preliminary findings on the initial development and validation of a self-report measure, the Goal-focused Coaching Skills Questionnaire (GCSQ). Some participants also completed the Schutte Emotional Intelligence Scale (Schutte et al., 1998) and the Insight subscale of the Self-reflection and Insight Scale ([SRIS-IN], Grant, Franklin, & Langford, 2002). Convergent, face validity and test-retest reliability were found to be good, and scores on the GCSQ distinguished between professional and nonprofessional coaches. Scores on the GCSQ were also related to measures of emotional intelligence and personal insight. Behavioral observations following a coaching session indicated a significant correlation between coachees' ratings of the coaches' skills and the self-reported skill ratings of the coaches themselves. Limitations of the study are discussed and future research suggestions presented.

Self-Regulatory Processes Employed During Self-Modeling: A Qualitative Analysis

2010 ◽  
Vol 24 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Amanda M. Rymal ◽  
Rose Martini ◽  
Diane M. Ste-Marie
Keyword(s):  
Skill Acquisition ◽  
Self Regulation ◽  
Qualitative Approach ◽  
The Self ◽  
Future Research ◽  
Competitive Sport ◽  
Thought Processes ◽  
Self Reflection ◽  
Psychological Mechanisms ◽  
Regulatory Processes

Self-modeling involves the observation of oneself on an edited videotape to show a desired performance (Dowrick & Dove, 1980). While research has investigated the effects of self-modeling on physical performance and psychological mechanisms in relation to skill acquisition (e.g., Clark & Ste-Marie, 2007), no research to date has used a qualitative approach to examine the thought processes athletes engage in during the viewing of a self-modeling video in a competitive sport environment. The purpose of this study was to explore the self-regulatory processes of ten divers who viewed a self-modeling video during competitions. After competition, the divers were asked four questions relating to the self-modeling video. Zimmerman’s (2000) self-regulation framework was adopted for deductive analysis of the responses to those questions. The results indicated that a number of self-regulatory processes were employed, and they were mainly those in the forethought (75%) and self-reflection (25%) phases of Zimmerman’s model. Directions for future research in self-regulation and self-modeling are discussed.

scholarly journals Knocking, Unsettling, Ceding

2020 ◽  
Vol 4 (1) ◽  
pp. 102-117
Author(s):  
Jessica Gannaway
Keyword(s):  
Teaching Practice ◽  
Ways Of Knowing ◽  
Indigenous Community ◽  
Knowledge Systems ◽  
The Self ◽  
Self Reflection ◽  
The North ◽  
Educational Spaces ◽  
Cultural Interface ◽  
Indigenous Elders

This paper explores a reflexive decolonizing framework, arising from a teachers` first four years of teaching practice in an Indigenous community in the North of what is commonly known as Australia[A1]. The paper seeks to frame a connection between the already-established field of teacher self-reflection, and a need for decolonizing ways of knowing in education, to respect and recenter othered knowledge systems. Autoethnography and open-ended interviews are implemented with Indigenous elders, to explore the self-reflection that a non-Indigenous teacher must embrace to begin to decolonize their practice. Drawing on theories of whiteness (Moreton-Robinson, 2000), othering (Staszak, 2009) and the Cultural Interface in settler-Indigenous discursive spaces (Nakata, 2007), this work documents an extended process of teacher self-reflection. Reflecting on Karen Martin’s (2008) work Please Knock Before You Enter, and in response to Laenui’s Processes of Decolonisation (2000), starting points are proposed from which teachers can think deeply about their practice concerning ongoing coloniality. The epistemological underpinnings of teachers’ practice are explored as the place where decolonizing work must occur across all educational spaces.

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