INVESTIGATING THE USE OF STUDENT-GENERATED QUESTIONS IN DISCIPLINARY READING PRACTICES IN HIGHER EDUCATION ENVIRONMENTS

Authors

  • Halina Chodkiewicz Pope John Paul II State School Of Higher Education in Biała Podlaska
  • Anna Kiszczak Maria Curie-Sklodowska University, Lublin

DOI:

https://doi.org/10.17770/sie2019vol1.3711

Keywords:

disciplinary knowledge, reading to learn, reciprocal reading, student-generated questions

Abstract

The paper sets out to explore the issue of students’ strategic ability of learning from disciplinary texts in tertiary education settings. While performing reading tasks, students acquire or restructure subject-area knowledge as well as improving conceptual resources and literacy skills indispensable for their academic attainment. The so-called reciprocal reading instruction promotes the adoption of a procedure in which students are required to generate their own text-based questions, then ask and answer them in pairs. The exploratory case study reported in this paper aimed to examine the performance of advanced Polish students of English during ten reciprocal reading sessions, part of a subject-specific course. The analysis of the collected data focused on selected aspects of the students’ question-generating behaviour. Additionally, the data obtained from a semi-structured interview were scrutinized in order to find out how the students evaluated their task performance. The paper finishes with a discussion of the implications of the study for the use of student-generated questions and reciprocal reading tasks in enhancing disciplinary knowledge and academic literacy skills.

 

 

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Author Biographies

  • Halina Chodkiewicz, Pope John Paul II State School Of Higher Education in Biała Podlaska
    Halina Chodkiewicz is an associate professor at the Department of Neophilology at Pope John Paul II School of Higher Education, Biala Podlaska, Poland. Her research interests focus on foreign language didactics, developing academic reading skills, vocabulary learning and teaching, and CBI-CLIL approach. She has published nationally and internationally.
  • Anna Kiszczak, Maria Curie-Sklodowska University, Lublin
    Anna Kiszczak is a lecturer in the Deaprtment of English, Maria Curie Sklodowska University, Lublin, Poland. Her research interests focus on English language learning and teaching, content area reading, teaching English for special purposes, and CBI-CLIL approach. She is currently working on her PhD thesis dealing with the issues of  content area reading and reciprocal learning and teaching.

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Published

2019-05-21

How to Cite

Chodkiewicz, H., & Kiszczak, A. (2019). INVESTIGATING THE USE OF STUDENT-GENERATED QUESTIONS IN DISCIPLINARY READING PRACTICES IN HIGHER EDUCATION ENVIRONMENTS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 119-130. https://doi.org/10.17770/sie2019vol1.3711