Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya

Authors

  • Hana El-Badri University of Benghazi, Libya
  • Fatma Abu-baker University of Glasgow

DOI:

https://doi.org/10.47408/jldhe.vi21.615

Keywords:

self-reflection; self-reliance; learner autonomy.

Abstract

Teaching learners to reflect on their work has been widely researched within language-learning contexts in higher education. Research has revealed that self-reflection leads to both development in learners’ reading comprehension and lecturers being enabled to write more meaningful corrective feedback on learners’ assignments. Using a collaborative teaching approach at Benghazi university, this research evaluated the effectiveness of using a self-reflection worksheet for understanding short stories based on the perspectives of 19 tertiary Libyan learners and the course lecturers’ feedback.

The research process involved the learners first reading a short story and answering text comprehension questions and a reflection question in which they commented on their understanding. They were then introduced to the self-reflection worksheet and advised how to use it in their second reading of the same story. This self-reflection worksheet included a section where students added reflections on their understanding following the second reading, supported by the worksheet. Content analysis was used for the qualitative data that investigated the learners’ reflection after their first and second reading. It was also used for staff feedback on the learners’ reflections.

The findings show the usefulness of using the self-reflection worksheet in supporting the learners’ meaning understanding. It also helped them make positive changes during their second reading of the story. Evidence suggests that using worksheets for reading literary texts is effective in improving levels of reading comprehension. Implications and suggestions for effective teaching practice and future research are provided in this paper.

 

Author Biography

Hana El-Badri, University of Benghazi, Libya

English department, Faculty of languages. Benghazi University.

References

Applebee, A., Langer, J., Nystrand, M. and Gamoran, A. (2003) ‘Discussion-based approaches to developing understanding: classroom instruction and student performance in middle and high school English’, American Educational Research Journal, 40(3), pp.685-730. Available at: https://psycnet.apa.org/doi/10.3102/00028312040003685 (Accessed: 14 September 2021).

Bressoud, D. (2008) ‘Launchings: getting students to read’, Mathematical Association of America. Available at: https://www.maa.org/external_archive/columns/launchings/launchings_5_08.html#key1 (Accessed: 13 September 2021).

Cheng, L. and Fox, J. (2015) Assessment in the language classroom. London: Palgrave.

Collins, J. and O’Brien, N. (2003) The Greenwood dictionary of education. Westport, CT: Greenwood Press.

Crooks, T. (2001) ‘The validity of formative assessment’, The British Educational Research Association Annual Conference. University of Leeds, Leeds 13-15 September. Retrieved February 2020.

Everhard, C. and Murphy, L. (2015) Assessment and autonomy in language learning. Basingstoke: Palgrave Macmillan

Gronlund, N.E. and Linn, R.L. (1990) Measurement and evaluation in teaching. 6th edn. New York: Macmillan.

Guskey, T. (2003) ‘How classroom assessment improves learning’, Educational Leadership, 60(5), pp.6-11. Available at: https://www.ascd.org/el/articles/how-classroom-assessments-improve-learning (Accessed: 13 September 2021).

Holbrook, G. and Park, V. (2017) ‘Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach’, Journal of Learning Development in Higher Education, 0(12). Available at: https://doi.org/10.47408/jldhe.v0i12.425 (Accessed: 13 September 2021).

Li, Z. and Hegelheimer, V. (2013) ‘Mobile-assisted grammar exercises: effects on self-editing in L2 writing’, Language Learning & Technology, 17(3), pp.135-156. Available at: http://dx.doi.org/10125/44343 (Accessed: 13 September 2021).

McCarthy, M. (1991) Discourse analysis for language teachers. Cambridge: Cambridge University Press.

McConnell, D. (2000) Implementing computer supported cooperative learning. London: Kogan Page.

Mitchell, S.M., Reilly, R.C. and Logue, M.E. (2009) ‘Benefits of collaborative action research for the beginning teacher’, Teaching and Teacher Education, 25(2), pp. 344-349. Available at: https://doi.org/10.1016/j.tate.2008.06.008 (Accessed: 14 September 2021).

Roberts, T.S. (2006) Self, peer and group assessment in E-Learning. London: Information Science publishing.

Shaaban, K. (2005) ‘Assessment of young learners’, English Teaching Forum, 43(1), pp.34-40. Available at: https://americanenglish.state.gov/files/ae/resource_files/05-43-1-g.pdf (Accessed: 13 September 2021).

Schack GD. (1994) ‘Authentic assessment procedures for secondary students’ original research’, The Journal of Secondary Gifted Education,6(1), pp.38-43.

Stiggins, R.J. (2001).The unfulfilled promise of classroom assessment. Portland, Oregon: Assessment Training Institute.

Vygotsky, L. (1987) Mind in society: the development of higher psychological processes. Cambridge, Mass.: Harvard University Press.

Wirth, K. and Aziz, F. (2009) ‘Better learning through better reading and reflecting’, Associated Colleges of the Midwest. Available at http://serc.carleton.edu/acm_teagle/projects/wirth.html (Accessed: 14 September 2021).

Downloads

Published

21-09-2021

How to Cite

El-Badri, H. and Abu-baker, F. (2021) “Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya”, Journal of Learning Development in Higher Education, (21). doi: 10.47408/jldhe.vi21.615.

Issue

Section

Case Studies