The impact of computer-assisted and direct strategy teaching on reading comprehension

Bulut A., Yıldız M.

JOURNAL OF COMPUTER ASSISTED LEARNING, cilt.1, sa.1, ss.1-20, 2024 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 1 Sayı: 1
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1111/jcal.13068
  • Dergi Adı: JOURNAL OF COMPUTER ASSISTED LEARNING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, PASCAL, Periodicals Index Online, Applied Science & Technology Source, CINAHL, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo, DIALNET
  • Sayfa Sayıları: ss.1-20
  • Gazi Üniversitesi Adresli: Evet

Özet

Abstract

Background: The use of computer-assisted reading comprehension is of critical

importance in the context of promoting effective and engaging literacy education in

the digital age. It provides students with the opportunity to work at their own pace

and convenience, thereby facilitating self-directed learning and accommodating various

learning preferences and schedules.

Objectives: The objective of the study was to investigate the impact of computerassisted

and direct strategy teaching on reading comprehension, reading comprehension

self-efficacy and reading comprehension metacognitive awareness. An experimental

application based on the SQ4R strategy was conducted in the direct strategy

teaching (DST) and computer-assisted strategy teaching (CAST) programmes. In the

DST group, the implementation of the SQ4R strategy was conducted through direct

strategy teaching, whereas in the CAST group, the same activities were carried out

with the assistance of computer-based resources. The principal objective of the study

was to evaluate the efficacy of computer-assisted strategy instruction.