EFL Medical Students' Metacognitive Strategy Use for Hypertext Reading Comprehension

Autor/in	Shang, Hui-Fang
Titel	EFL Medical Students' Metacognitive Strategy Use for Hypertext Reading Comprehension
Quelle	In: Journal of Computing in Higher Education, 30 (2018) 2, S.259-278 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-017-9156-y
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Medical Students; Hypermedia; Metacognition; Reading Comprehension; Self Efficacy; Problem Solving; Foreign Countries; Student Attitudes; Medical Education; Correlation; Scores; Prediction; Reading Processes; Learning Strategies; Reading Improvement; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Self-efficacy; Selbstwirksamkeit; Problemlösen; Ausland; Schülerverhalten; Medizinische Ausbildung; Korrelation; Vorhersage; Leseprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The ability to read English efficiently and effectively is important for medical students because they have to read a lot of medical texts published in English. This is challenging especially for non-native speakers. This study measures Taiwanese medical students' self-perceived use of metacognitive strategies while reading printed texts and hypertexts, and also the potential impact of hypertext on English reading comprehension. The results of the study showed that the strategies used the most by the printed text and hypertext groups were problem-solving strategies, followed by global strategies; whereas support strategies were least used. Learners in the printed text group reported more strategy use of reading slowly and using background information than the learners in the hypertext environment. A significant reading improvement and positive correlations were found between the strategies of guessing content, checking guesses, and guessing unknown words on hypertext comprehension enhancement. Such results suggested that the majority of students frequently used the three specific strategies and the degree of such strategy uses was reliably predicted by their comprehension scores. Based on the investigation results, limitations and future research are discussed and presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01