The effects of the teaching of cognitive, metacognitive and navigation strategies for hypertextual reading in English: a case study

• Autor(a) principal: Tiraboschi, Fernanda Franco
• Data de Publicação: 2019
• Outros Autores: de Figueiredo, Francisco José Quaresma
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Letras de Hoje (Online)
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/32392
• topic: Hypertext. Reading strategies. English language.; Hipertexto. Estrategias de lectura. Lengua inglesa.; Hipertexto. Estratégias de leitura. Língua inglesa.

This paper aims to investigate the possible effects of the teaching of cognitive and metacognitive strategies for self-monitoring tasks of hypertextual reading in English, as well as to observe the learners’ impressions about their hypertextual reading experiences from the application of cognitive, metacognitive and navigational strategies. In order to construct a theoretical framework, we rely on studies on hypertextual reading, as well as on studies focusing on cognitive, metacognitive and navigational strategies (COSCARELLI, 2012, 2016; KONISHI, 2003, LEVY, 2004, O’MALLEY, CHAMOT, 1990 and SOLÉ, 1998). We conducted a case study with eight learners of the 3rd year of high school integrated with the technician of a Federal Institute of Goiás, Brazil. We used a questionnaire, learning narratives that were written by the participants, answers to the tasks and the transcription of an interview carried out at the end of the tasks. In general, the participants demonstrated that they have learned the strategies that were taught to them and reached a better understanding of hypertexts in English by using these resources.