Estrategias metacognitivas para la lectura en líneaestudio de caso de estudiantes tailandeses de ele universitarios

  1. Alejaldre Biel, Leyre 1
  2. Álvarez Ramos, Eva 2
  1. 1 Columbia University
    info

    Columbia University

    Nueva York, Estados Unidos

    ROR https://ror.org/00hj8s172

  2. 2 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Journal:
Aula de encuentro: Revista de investigación y comunicación de experiencias educativas

ISSN: 1137-8778,  2341-4847

Year of publication: 2018

Volume: 20

Issue: 2

Pages: 140-170

Type: Article

DOI: 10.17561/AE.V20I2.8 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Aula de encuentro: Revista de investigación y comunicación de experiencias educativas

Abstract

Online reading has become a prominent and relevant skill in the foreign language teaching and learning field. In this context, the aim of this work is to identify the metacognitive reading strategies used by a group of 58 Thai university students of Spanish as a foreign language when completing reading comprehension activities using three digital tools: Mentimeter, Linoit and Padlet. To achieve this goal, an ethnographic research project was designed; the qualitative research tools used to collect data were participant observation, fieldwork diary, personal semi-structured interviews and the Online Survey of Reading Strategies, OSORS (Anderson, 2003). Results show that participants mainly use global reading strategies; therefore, it is necessary to include in the curriculum a wider set of metacognitive strategies for online reading.

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Data source: Dialnet