Exploring the Impact of SCOBA Creation on Language Learners' Reading and Reflective Thinking Skills in Concept-Based Reading Curriculum


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DOI:

https://doi.org/10.52380/ijcer.2024.11.1.522

Keywords:

Reading instruction, Dialogic reading instruction, Concept-based instruction, SCOBA, Reading multiple texts, Reflective thinking

Abstract

A new reading curriculum incorporating the principles of concept-based instruction and reading strategy instruction was designed and implemented for a previous study. Concept-based instruction was compared with reading strategy instruction to determine the impact of the new curriculum on language learners' reading and reflective thinking skills. The data revealed that the concept-based group performed better in reflective reading and thinking skills.

The new curriculum involves the creation of a Schema of a Complete Orienting Basis of an Action (SCOBA) during reflection sessions. To explore the necessity of SCOBA creation, an experimental study with two groups was conducted, where only one group created a SCOBA. Both groups received concept-based reading instruction and were compared based on their reading, reflective reading, and reflective thinking skills. The data revealed that the groups performed similarly in reading and reflective reading skills, but the SCOBA group performed better in reflective thinking skills. The study sheds light on the importance of incorporating reflective thinking activities, such as SCOBA creation, in concept-based reading instruction.

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Published

25.03.2024

How to Cite

Tokaç Kan, A. (2024). Exploring the Impact of SCOBA Creation on Language Learners’ Reading and Reflective Thinking Skills in Concept-Based Reading Curriculum. International Journal of Contemporary Educational Research, 11(1), 64–85. https://doi.org/10.52380/ijcer.2024.11.1.522

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Articles