Guidance in Reading Strategies: A First Step Towards Autonomous Learning in a Semi-Distance Education Program

This article aims at sharing the results of a research project focused on guiding students in the use of different reading strategies: reading non- text information, skimming and scanning, using contextual reference, predicting, and using true/false cognates as a first step towards autonomous learni...

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Bibliographic Details
Published inPROFILE issues in teachers' professional development Vol. 11; no. 1; pp. 41 - 56
Main Authors Aguirre Morales, Jahir, Ramos Holguin, Bertha
Format Journal Article
LanguageEnglish
Published Bogota Universidad Nacional de Colombia 01.01.2009
Subjects
Action research
Aprendizaje autónomo
Autonomous learning
Brand names
Cognates
College students
distance education programs
Distance learning
Education
ESP
estrategias de lectura
Metacognition
programas a distancia
Questionnaires
Reading
Reading strategies
Students
Teachers
TESOL
Colombia
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Summary:This article aims at sharing the results of a research project focused on guiding students in the use of different reading strategies: reading non- text information, skimming and scanning, using contextual reference, predicting, and using true/false cognates as a first step towards autonomous learning. The project was conducted at a Colombian university with two groups of business administration students who belonged to a semi-distance education program. Informal talks with students, questionnaires, interviews and a teacher's diary were used to collect the information in this action research study. Findings revealed that by knowing several reading strategies the students could reflect upon their learning; meta-cognition processes were enhanced and confidence for students to work by themselves was built up.
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ISSN:1657-0790
2256-5760
1657-0790