Indian and Bangladeshi Perspectives
Use of Metacognition and Framing in Postgraduate Study
Bibliographic Data
| ID | 20404016 |
|---|---|
| Authors | Joyce Bell (Curtin University, corresponding author) |
| Year | 2007 |
| Volume | 16 |
| Issue | 2 |
| Pages | 81-98 |
| Publication date | 2007-05-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.2167/la402.0 |
| OpenAlex | W2003547288 |
| Language | EN |
| References cited | 16 |
The importance of reading for academic study cannot be overemphasised. At the postgraduate level in particular, students are faced with complex text interpretation processes. International students, in addition, have to make a significant cultural/study shift; not only do they have to become accustomed to the reading of academic texts using discipline-specific discourse patterns but often have to adjust to different conventions used by authors from cultural backgrounds other than their own. Despite difficulties which international postgraduate students may experience, reading problems and the expected outcomes have been cited as one of the most neglected areas of research. In addition, little is known about international student reading practices and how they change during study at an Australian university. This paper, part of a longitudinal study, using metacognitive and framing theories, explores aspects of framing and metacognition used by Indian/Bangladeshi postgraduate students when reading their texts during their first semester at an Australian university
Cognition · Linguistics · Mathematics education · Metacognition · Pedagogy · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Reading in a foreign language
Social Linguistics and Literacies
Qualitative evaluation and research methods
Interest, Prior Knowledge, and Learning
Individual Differences in Strategy Use in Second Language Reading and Testing
Complementary methods for research in education
See How They Read
The Effects of Rhetorical Organization on ESL Readers
Using Think‐Alouds to Examine Reader‐Text Interest
Readers' Implicit Models of Reading
How Subject-Matter Knowledge Affects Recall and Interest
Evidence of a Formal Schema in Second Language Comprehension
| Highly cited | No |
|---|