Technology and Strategy Instruction
نویسنده
چکیده
Since the 1970s, one strand of second language (L2) pedagogy has been concerned with imparting behaviors and techniques to learners that they can use independently to improve their learning and use of the target language. This strand, known as strategy instruction (SI), has faced a number of challenges including overdependence on teachers for instruction, competition for space in already crowded syllabuses, and the need to provide individualized practice and feedback on strategy use. This entry explores recent efforts to harness digital technologies in support of SI initiatives. Disciplines Curriculum and Instruction | Educational Methods Comments "This is the peer reviewed version of the following article: Ranalli, J. (2018). Technology and strategy instruction. In Liontas, J. (Ed.), The TESOL Encyclopedia of English Language Teaching. Malden, MA: WileyBlackwell, which has been published in final form at https://www.wiley.com/en-us/ The+TESOL+Encyclopedia+of+English+Language+Teaching%2C+8+Volume+Set-p-9781118784228. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for SelfArchiving." This book chapter is available at Iowa State University Digital Repository: https://lib.dr.iastate.edu/engl_pubs/213
منابع مشابه
The Role of Listening Strategy Instruction in Advancing Students’ Listening Achievement and Strategy Use
Abstract The present study was carried out to investigate the effects of listening strategy instruction on students’ listening achievement and strategy use. The participants of the study were 50 English major freshman students of Dilla University. These Students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. The contro...
متن کاملThe Role of Listening Strategy Instruction in Advancing Students’ Listening Achievement and Strategy Use
Abstract The present study was carried out to investigate the effects of listening strategy instruction on students’ listening achievement and strategy use. The participants of the study were 50 English major freshman students of Dilla University. These Students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. The contro...
متن کاملLanguage Learning Strategy Use and Instruction for the Iranian Junior High School EFL Learners: A Mixed Methods Approach
In order to confirm the effectiveness of language learning strategies in theIranian context in junior high schools, this study was designed to examine thepatterns of strategy use, the effects of strategy instruction on the students’ strategyuse, and the relationship between the participants’ strategy use and their Englishachievement. To achieve this objective, 57 junior high school participants...
متن کاملThe Effect of Cognitive Strategy-based Grammar Instruction on Iranian Intermediate EFL Learners' Development of both Structural Knowledge and Strategy Use
متن کامل
The Effect of Self-regulated Strategy Instruction on Iranian EFL Learners' Writing Ability
This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer. To achieve the objectives, 50 intermediate Iranian EFL learners participated in this study. The design was experimental which used a proficien...
متن کاملImpact of Metacognitive Strategy Instruction on Iranian EFL Learners’ Listening Anxiety
This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...
متن کامل