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Training undergraduate engineering students to read research articles: a qualitative think-Aloud study

Seiradaki Emmanouela, Spantidakis Ioannis

Πλήρης Εγγραφή

URI: http://purl.tuc.gr/dl/dias/8C2DE7C8-B4AE-4F3D-BB2E-FC1A6FBA034E
Έτος 2018
Τύπος Πλήρης Δημοσίευση σε Συνέδριο
Άδεια Χρήσης
Λεπτομέρειες
Βιβλιογραφική Αναφορά E. Seiradaki and I. Spantidakis, "Training undergraduate engineering students to read research articles: a qualitative think-Aloud study," in IEEE Global Engineering Education Conference, pp. 1208-1213, 2018. doi: 10.1109/EDUCON.2018.8363367 https://doi.org/10.1109/EDUCON.2018.8363367
Εμφανίζεται στις Συλλογές
Δημοσιεύσεις σε Συνέδρια στην Κοινότητα Γλωσσικό Κέντρο

Περίληψη

The ability to read research articles is considered an essential skill for undergraduate students. However, previous works on explicitly training engineering undergraduates in reading the specific genre is scarce. This paper presents the findings of a qualitative pre-Test/post-Test think-Aloud study that aimed to explore the possible reading behavior changes of four Greek undergraduate engineering students who received genre analysis and metacognitive strategy training for one academic semester. Our findings suggest that the course enhanced students' familiarity with the research article genre and benefited their reading strategy use.

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