Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation
Date
2021-04-15
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
33
Number/Issue
1
Starting Page
55
Ending Page
77
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Abstract
A culture of thinking (CoT) is defined as “a place where a group’s collective as well as individual thinking is valued, visible, and actively promoted as the regular, day-to-day experience of all group members” (Ritchhart et al., 2011, p. 219). This study aimed to determine the effects of a CoT implementation on Lao English as a foreign language (EFL) pre-service teachers’ reading comprehension development and to investigate their perceptions towards the CoT-based reading instruction. To achieve the objectives, two intact classes of year three EFL pre-service teachers were randomly assigned to implementation and control conditions and measured with pre-, post- and delayed post-reading tests. Focus group interviews were also conducted to obtain in-depth insights into their perceptions of the CoT-based learning. The findings revealed that the implementation class outperformed the control class in terms of reading comprehension development and had a strong effect size (Cohen’s d = 1.0183). In the focus group interviews, pre-service teachers generally expressed positive views towards the CoT-based reading instruction.
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Keywords
Culture of Thinking (CoT), reading comprehension, thinking routines, EFL pre-service teachers, cultural forces, metacognitive reading, critical reading/thinking, Bloom’s Taxonomy.
Citation
Phonekeo, S., & Macalister, J. (2021). Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation. Reading in a Foreign Language, 33(1), 55-77. http://hdl.handle.net/10125/67393
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