Lifelong Learning and the Effects of Think-Aloud Protocol on Reading

Basit Öğe Kaydı
dc.contributor.authorBaysal, Meltem
dc.date.accessioned2024-06-12T11:16:15Z
dc.date.available2024-06-12T11:16:15Z
dc.date.issued2016
dc.departmentTrakya Üniversitesien_US
dc.description2nd International Conference on Lifelong Education and Leadership for All (ICLEL) -- JUL 21-23, 2016 -- Liepaja Univ, Liepaja, LATVIAen_US
dc.description.abstractResearch during the past several decades has demonstrated that when students interact with text while reading, reading comprehension improves. As it is already known reading is normally a silent, hidden process and researchers cannot determine what is happening in the brain by simple observation or by product-based assessment. Asking readers to provide verbal reports or protocols is the most direct way to access this process. Think aloud protocols provide language learners with a means of monitoring their own reading processes as well and characterize reading skills in which they describe each strategic step in learning or comprehending information immediately after it occurs. Although thinking-aloud differs from silent reading, it can be introduced to learners at any level or age, because lifelong learners are supposed to be metacognitive. Lifelong learning (LL) which has been introduced since decades is of vital for both educators and learners in any field and it is possible with LL for anyone to embrace different approaches, teaching and learning methods and practices. Therefore, the learners from early childhood to elder ages can be introduced with thinking-aloud protocols. The purpose of this study is to determine whether the use of think aloud protocol in language teaching has a crucial impact on learners and their achievement in reading skills. A qualitative research has been carried out to gather data for the study. The research has been implemented on B2 level Faculty of Medicine students and the study tries to determine whether there is an enhancement of reading skills via think aloud integrated reading courses.en_US
dc.identifier.endpage287en_US
dc.identifier.isbn978-605-66495-1-6
dc.identifier.startpage280en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14551/24255
dc.identifier.wosWOS:000392658100034en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherIclel Conferencesen_US
dc.relation.ispartof2nd International Conference On Lifelong Learning And Leadership For All (Iclel 2016)en_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectThink Aloud Protocolen_US
dc.subjectPromoting Reading Skills Via Thinking-Alouden_US
dc.subjectLifelong Learnersen_US
dc.subjectCognitive-Processesen_US
dc.titleLifelong Learning and the Effects of Think-Aloud Protocol on Readingen_US
dc.typeConference Objecten_US

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