Twitter as a means of class participation: Making student reading visible

Dayter, Daria. (2013) Twitter as a means of class participation: Making student reading visible. Journal of Applied Linguistics and Professional Practice, 8 (1). pp. 1-21.

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Earlier studies have shown that tutoring in reading strategies reflects positively on the acquisition of skills and construction of knowledge. However, the suggested ways of carrying out such training – via individual face-to-face instruction or tutoring software – require allocation of time and specialised resources, which is not always possible in a university seminar. In the study reported here, I investigate the possibility of making reading strategy training more feasible through the use of a widely accessible microblogging platform, Twitter. In the experiment, students were required to tweet comments on their reading with an objective to prompt self-explaining. The qualitative data drawn from post-seminar interviews and content analysis of tweets indicate that students spontaneously resort to self-explanation strategies and develop from predominantly low-level to high-level strategy use in the course of the seminar. Other positive effects included an increased commitment to reading, stimulation of in-class discussion and enhancing a feeling of community among learners.
Faculties and Departments:04 Faculty of Humanities and Social Sciences > Departement Sprach- und Literaturwissenschaften > Fachbereich Englische Sprach- und Literaturwissenschaft > English Linguistics (Locher)
UniBasel Contributors:Dayter, Daria
Item Type:Article, refereed
Article Subtype:Research Article
Note:Publication type according to Uni Basel Research Database: Journal article
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Last Modified:29 Mar 2021 08:01
Deposited On:14 Mar 2021 15:34

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