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6 results on '"CALVO VALIENTE, JUAN JOSÉ"'

1. Readers' Behavior during a Monitoring Task in English as a Foreign Language: Connecting Outcomes and Mental Processing.

Author

Calvo Valiente, Juan José, Gómez López, Ángela, Morón Olivares, Eva, and Sanjosé López, Vicente

Subjects
*ENGLISH language, *ENGLISH as a foreign language, *LEARNING, *LANGUAGE ability, *EXPOSITION (Rhetoric)
Abstract

Metacognitive skills are important for text comprehension, especially at university where most learning processes are unsupervised, and students rely on self-control and regulation when reading for comprehension. In today's universities, English as L2 has become the vehicle language for teaching and learning. However, some studies have concluded that university students who read English as L2 have inadequate metacognitive monitoring skills. Higher level processing skills, such as comprehension monitoring, are difficult to study and then improve. The main goal of the present study was to analyze the mental processing of readers when they monitored expository texts in English as L2 considering their English proficiency. Mental processing was related to readers' behavior when performing a reading task by using a set of variables guided by a psychological mechanism proposed for inconsistency detection. A total of 169 university students participated. The task was modeled on the error detection paradigm, which involved assessing the comprehensibility of scientific texts in English and reporting comprehension difficulties encountered. A special software was used to collect detailed data online about the readers' text processing and written reports. The results confirmed the set of processing variables and the theory-based predictions. [ABSTRACT FROM AUTHOR]

Published
2024
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3. Indicadores del proceso de la propia comprensión durante la lectura de textos de ciencias

Author

Calvo Valiente, Juan José, Gómez López, Ángela, Fernández Rivera, Juan José, and Sanjosé López, Vicente

Subjects
Professors Formació, Ciència Experiments
Abstract

La alfabetización científica es en uno de los objetivos principales de la educación obligatoria, pero difícilmente se puede conseguir esta alfabetización si los profesores de enseñanza primaria tienen un pobre conocimiento científico (Appleton, 2003). Algunos estudios sugieren que, en España, el profesorado de educación primaria presenta carencias en su formación científica (Cañal, 2000 y 2008; Porlán, 2010). Por este motivo, se desarrolla un estudio sobre el conocimiento sobre ciencia básica de los maestros en formación en las universidades públicas de la Comunidad Valenciana, con suficiente validez externa (error de muestreo cercano a 5%). Se evalúa independientemente el conocimiento sobre conceptos básicos y sobre procesos elementales de la actividad científica, tanto antes de recibir formación como al finalizar la formación prevista en el Grado de Maestro de Primaria. La titulación de acceso al Grado y la especialidad de los estudios pre-grado, son consideradas para describir y analizar los resultados. Complementariamente, se estudia el posible efecto de las diferencias entre universidades en las horas de ciencias ofertadas. Los hallazgos muestran mejoras significativas, aunque de pequeño tamaño, en el conocimiento analizado. También evidencian necesidades formativas no suficientemente bien atendidas en el Grado universitario. This paper aims at analysing comprehension monitoring actions of university students from a teachers training faculty when reading science texts. The task consisted in evaluating text comprehensibility. Mistakes affecting coherence among main ideas were deliberately embedded in the texts. In a computer, students individually performed the tasks with the software "Read & Answer". Subjects' actions were registered during the development of the task. Following theoretical models of text comprehension, and of metacognitive self-regulation, indicators were defined related to the processes of comprehension monitoring and self-regulation. These indicators discriminated effectively between good and bad outcomes

Published
2019

6. Indicadores del proceso de control de la propia comprensión durante la lectura de textos de ciencias

Author

Calvo Valiente, Juan José, Gómez López, Ángela, Fernández Rivera, Juan José, Sanjosé López, Vicente, Calvo Valiente, Juan José, Gómez López, Ángela, Fernández Rivera, Juan José, and Sanjosé López, Vicente

Abstract

[Resumen] El objetivo de este trabajo fue analizar las acciones de control y regulación de la comprensión de estudiantes de Magisterio durante la lectura de textos de ciencias. Se propuso la tarea de juzgar la comprensibilidad de textos en los que se insertaron incoherencias deliberadas que afectaban la relación entre ideas importantes. En un ordenador, de forma individual y usando el software Read & Answer se registraron las acciones de los sujetos durante realización de la tarea. A partir de modelos teóricos de comprensión de la información, y regulación metacognitiva, se definieron indicadores asociados con los procesos de control y regulación. Estos indicadores discriminaron de forma efectiva entre buen o mal resultado, [Abstract] This paper aims at analysing comprehension monitoring actions of university students from a teachers training faculty when reading science texts. The task consisted in evaluating text comprehensibility. Mistakes affecting coherence among main ideas were deliberately embedded in the texts. In a computer, students individually performed the tasks with the software “Read & Answer”. Subjects’ actions were registered during the development of the task. Following theoretical models of text comprehension, and of metacognitive self-regulation, indicators were defined related to the processes of comprehension monitoring and self-regulation. These indicators discriminated effectively between good and bad outcomes

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