Constructing a Metacognitive Knowledge Framework for Post-Secondary EFL Reading Teachers’ Summarizing Strategies Instruction with Expository Text: A Case Study, Phase I
Date
2012-10-24
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Creative Education
Abstract
This article reports on the first phase of a case study done by a Chinese post-secondary EFL reading teacher on her exploratory inquiry into the metacognitive teaching knowledge needed by EFL Reading teachers to teach summarizing strategies with expository text to EFL undergraduates. Guided by a for- malized model of instructional materials development, Phase I was an exploring process, starting from constructing a general metacognitive knowledge framework and proceeding to elaborate the detailed framework of the actual metacognitive knowledge needed by EFL reading teachers as to summarizing strategies instruction with expository text. The results of phase I were summarized in a monograph di- rected at teaching post-secondary EFL Reading teachers the framework and actual metacognitive know- ledge they needed to know. This monograph was positively reviewed by a cross-sectional panel of 12 ex- perts. This article concludes with a critical reflection on the methodology and value of this metacognitive knowledge exploration.
Description
James Carifio and Lorraine Dagostino serve on the faculty at UMass Lowell in the Graduate School of Education.
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Citation
Xu, W., Carifio, J., Dagostino, L. (2012, October 24). Constructing a Metacognitive Knowledge Framework for Post-Secondary EFL Reading Teachers’ Summarizing Strategies Instruction with Expository Text: A Case Study, Phase I. Creative Education 3(6A), 829-839. http://www.scirp.org/journal/PaperInformation.aspx?PaperID=23540