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The Long-Term Impact of a Summer Institute Course on Styles- and Strategies-Based Instruction
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Recent uses of mentalistic data in reading strategy research
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 3, n. 1 (1987) ; 1678-460X ; 0102-4450 (2019)
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Verbal report in research on learner strategies
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 8, n. 1 (1992) ; 1678-460X ; 0102-4450 (2019)
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Reflections on a Career in Second Language Studies: Promising Pathways for Future Research
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In: Cohen, Andrew D. (2018). Reflections on a Career in Second Language Studies: Promising Pathways for Future Research. L2 Journal, 10(1). doi:10.5070/L210136653. Retrieved from: http://www.escholarship.org/uc/item/3h03h81f (2018)
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Learner strategies for performing intercultural pragmatics
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Cohen, Andrew D.. - : Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2011
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'I want to go back to the text': Response Strategies on the Reading Subtest of the New TOEFL
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Abstract:
This post-peer-review, pre-copyedit version of the article submitted to IUPUI ScholarWorks as part of the OASIS Project. Article reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Permission granted through posted policies on copyright owner’s website or through direct contact with copyright owner. ; This study describes the reading and test-taking strategies that test takers used on the ‘Reading’ section of the LanguEdge Courseware (2002) materials developed to familiarize prospective respondents with the new TOEFL. The investigation focused on strategies used to respond to more traditional ‘single selection’ multiple-choice formats (i.e., Basic Comprehension and Inferencing questions) and the new selected-response (multiple selection, drag-and-drop) Reading to Learn items. The latter were designed to simulate the academic skill of forming a comprehensive and coherent representation of an entire text, rather than focusing on discrete points in the text. Verbal report data were collected from 32 students, representing four language groups (Chinese, Japanese, Korean, and ‘Other’) doing the Reading section tasks from the LanguEdge Courseware materials. Students were randomly assigned to two of the six reading subtests, each consisting of a 600–700 word text with 12–13 items, and subjects’ verbal reports accompanying items representing each of the ten item types were evaluated to determine strategy use. The findings provide insights into the response behaviors prompted by the reading tasks on the new TOEFL.
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Keyword:
academic skills; data collection and analysis; LanguEdge Courseware 2002; Reading comprehension -- Ability testing; Test of English as a Foreign Language; Test-taking skills; test-taking strategies; TOEFL
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URL: http://hdl.handle.net/1805/2296
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