원문정보
초록
영어
This study draws on the approach of action research to look into changes in Iranian university students’ beliefs about reading comprehension while teaching reading comprehension through cooperative learning in a university reading course. Previous research has relied much on quantitative approaches and considered students’ beliefs to be reasonably static entities; however, the present study adopted a qualitative approach examining eight students’ belief changes about reading comprehension. Data were collected through diaries and analyzed using NVIVO Software. Results revealed that students’ initial emphasis on vocabulary and grammar in reading comprehension changed during the study period as a result of the cooperative learning strategies taught in the course. Such results indicate that belief changes were affected mainly by the learning environment wherein students interact with others, particularly their instructor who often plays a mediating role.
목차
Introduction
The Impetus for the Study
Significance of Studying Beliefs
Cooperative Learning
Theoretical Framework for Belief Change: Sociocultural Theory
Methodology
Participants
Data Collection and Procedure
Data Analysis
Results: Qualitative Analysis of Diaries
Students’ Initial Beliefs about Reading Comprehension: Vocabulary and Grammar are in Focus
Belief Changes about the Effectiveness of Classroom Activities and Reading Comprehension Improvement
Discussion and Conclusion
The Authors
References