Externally funded project

Situationally adequate learning strategies in self-regulated, text-based cooperative literacy events in the English as a Foreign Language (EFL) classroom (ADEQUA I)


Project Details
Project duration: 04/200503/2007


Abstract
The research project wants to gain empirical evidence as to how autonomous learning in the English as a Foreign Language (EFL) classroom can effectively be supported during text-based classroom activities by means of moderate teacher intervention and the creation of conducive learning environments.For this purpose, new task formats for the EFL classroom are being developed which allow for independent work with texts in the foreign language (text comprehension) in a group-work setting that makes cooperation among the learners compulsory (cooperative literacy events). The research focuses on the following questions: (1) What learning strategies do students use under what conditions? (2) Are these strategies adequate in the given learning setting? (3) What interventions do teachers identify as necessary to support the learners, and what interventions do they apply? (4) Are these teacher interventions effective? Findings pertaining to the assumed efficacy of the teacher interventions will be synthesized in a "moderation model? which is to guide teacher interventions with these task formats. In an experimental control-group design, the model will be tested on its effects on learning outcomes, situational subject-matter interest, and motivation. Moreover, the use of learning strategies will be analysed micro-analytically, in a "fine-grained? fashion. The research project is to be seen within the context of current efforts in education and foreign language teaching methodology to implement high-quality student-centered, cognitively challenging classroom activities, to foster autonomous, student-active learning, and to support the development of learning competence.

Last updated on 2017-22-08 at 16:37