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Towards combined semantic and lexical scores based on a new representation of textual data to extract experimental data from scientific publications
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In: ISSN: 1751-5858 ; EISSN: 1751-5866 ; International Journal of Intelligent Information and Database Systems ; https://hal.inrae.fr/hal-03616243 ; International Journal of Intelligent Information and Database Systems, Inderscience, 2022, 15 (1), pp.78. ⟨10.1504/IJIIDS.2022.120146⟩ (2022)
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Features of the formation of competitive stability of enterprises of rural green tourism on the principles of marketing ...
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Features of the formation of competitive stability of enterprises of rural green tourism on the principles of marketing ...
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Analysis of scientific production based on trending research topics. An Artificial Intelligence case study
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Criteria for the selection, standardization and unification of the scientific signature ; Criterios para la elección, normalización y unificación de la firma científica
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In: Revista ORL; Vol. 9 Núm. 4 (2018); 251-256 ; Revista ORL; Vol. 9 No. 4 (2018); 251-256 ; 2444-7986 ; 10.14201/orl.201894 (2018)
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Nomenclature instability in species culturomic assessments: Why synonyms matter
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Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course
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In: Olivares Pasillas, Maria Concepcion. (2017). Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/7w00h8cf (2017)
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Quantitative Reasoning: Exploring Troublesome Thresholds
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In: Discussions on University Science Teaching: Proceedings of the Western Conference on Science Education (2017)
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CIGESMED : Coralligenous based Indicators to evaluate and monitor the "Good Environmental Status" of the Mediterranean coastal waters
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In: https://hal.archives-ouvertes.fr/hal-01448881 ; [Research Report] ANR. 2016, 107 pp (2016)
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Twitter and society
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In: 89 ; Digital Formations ; 447 (2016)
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A logical information system proposal for browsing terminological resources
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In: Terminology and Artificial Intelligence (TIA) 2015 ; https://hal.inria.fr/hal-01253206 ; Terminology and Artificial Intelligence (TIA) 2015, Nov 2015, Grenade, Spain ; http://www.baobabeventos.com/#!tia2015/c12u6/Home.html (2015)
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A Study on the Efficacy of Sentiment Analysis in Author Attribution
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In: Electronic Theses and Dissertations (2015)
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Evaluative meaning in scientific writing : macro- and micro-analytic perspectives using data mining
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Dados de pesquisa em repositório institucional: o caso do Edinburgh DataShare
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| 17 |
Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation
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Abstract:
Most composition studies focus on students’ writing processes and written products without integrating reading into their research activities. More recently, researchers have acknowledged the reciprocal reading-writing relationship and begun to examine reading-to-write or discourse synthesis processes. Research shows that discourse synthesis is cognitively demanding and that most second language writers lack linguistic, mental, and sociocultural resources to perform this task effectively. Existing studies have not emphasised the role of self-directed speech as a self-regulatory strategy while students read multiple texts in order to write. This thesis addresses this gap in the literature. Informed by sociocultural theoretical notions that cognition is socially mediated and that speech is instrumental in learning and development, this qualitative multiple-case-studies thesis examined how five Thai EFL tertiary students applied their knowledge and skills, following explicit concept-based instruction on discourse synthesis, textual coherence, and argumentation. The researcher designed and delivered a four-week intervention in which the learning concepts, materials, and verbalisation were instrumental in promoting conceptual understanding and reading-to-write performance. Explicitly taught verbalisation or self-directed speech, together with learning materials specifically designed as schemes for task orientation, was a key for self-regulation as participants read multiple texts in order to compose an argument essay. The study adopted an activity theoretical framework and microgenetic analysis. The analysis aimed to describe the participants as social beings and to outline their self-regulation as it unfolded during a mediated reading-to-write activity. Data from a pre-task questionnaire on strategy use and from a post-task written self-reflection form together with video-recorded data during the end-of-intervention discourse synthesis task and interview data were triangulated to examine how reading-to-write activities were mediated and regulated. Findings were organised around four main themes: participants as readers and writers of English, essay argument structure, microgenetic findings of unfolding self-regulatory behaviour during the discourse synthesis activity, and developmental gains as perceived by the participants during concept-based instruction. The findings in this study show that participants’ reading and writing difficulties and argumentation were, in part, shaped by the social, historical and cultural factors in the Thai EFL context, and that participants’ strategic application of verbalisation and learning materials mediated their developmental changes and self-regulation. During the discourse synthesis task, participants used self-directed speech as a strategy and demonstrated varying degrees of self-regulation over various task aspects. Successful task completion indicated purposeful mediated learning with strong orientation towards the task, based on conceptual understanding, specific goals, and voluntary inclusion of learning materials as psychological tools. All participants reportedly viewed verbalisation as a useful strategy and most participants were able to describe their increased theoretical understanding of the concepts explicitly taught. However, their conceptual understanding did not always translate into their actual performance. These findings raise pedagogical implications and highlight the need for human mediators to make explicit the learning concepts, materials and strategies, so that theoretical understanding and learning tools can lead to meaningful task performance. Based on the above findings, this thesis proposes a self-regulation model and calls for future research to investigate how explicit verbalisation training can be systematised.
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Keyword:
academic writing; activity theory; argumentation; case study design; CHAT; coherence; concept-based instruction; conceptual development; control; discourse synthesis; EFL/ESL composition; execution; explicit mediation; Gal'perin; integrated writing task; internalisation; Leont'ev; mediation; metacognition; microgenetic analysis; microgenetic development; microgenetic episode; object-regulation; orientation; other-regulation; private speech; private speech of adult learners; qualitative research; reading-to-write; reading-writing connection; reading-writing relationship; reciprocal concepts; reciprocal skills; scientific concept; SCOBA; second language writing; self-directed speech; self-instruction; self-questioning; self-regulation; self-regulation model; self-regulatory strategy; sociocultural theory; speaking and writing; STI; strategies; Systemic Theoretical Instruction; talking-to-learn; task orientation; Thai EFL context; Toulmin; verbal data; verbalisation; verbalisation training; Vygotsky; writing-from-sources
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URL: http://hdl.handle.net/10523/5577
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Erschließung historischer Texte mit Hilfe linguistischer Methoden
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In: Neue Methoden der Analyse historischer Daten ; 23 ; Historisch-Sozialwissenschaftliche Forschungen : quantitative sozialwissenschaftliche Analysen von historischen und prozeß-produzierten Daten ; 317-362 (2013)
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