The effects of direct instruction and self-directed learning on bilingual Institutional affiliation Tutor Date Effects of direct instruction and self-directed learning on bilingual students 2.0 Abstract Researchers in their research studies have shown that bilingual students learn in different ways, and they use different teaching resources and instruction…
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This review seeks to explore studies conducted on the effects of direct instruction and self directed learning on bilingual students. 2.1 Introduction The literature review is from different parts of the world. The researcher starts by giving a brief history review of the effects of direct instruction and self directed learning on bilingual students. He looks at the benefits and drawbacks about direct instruction and self-directed learning for bilingual students. The researcher presents other instructional practices that can be used to best motivate the students. The researcher also showed findings and methodologies of previous studied works from educational journals and the language learner journals. These studies have helped the researchers identify the knowledge gap in the effects of direct instruction and self directed learning on bilingual students. Espin (2007) notes that bilinguals refer to English second language learners, and direct instruction is the teachers’ instructional methods. Lastly self-directed learning is the student individual learning strategies. ...
The two strategies were found to be effective in improving student reading comprehension skills. The frequently used skill for teaching is the Reciprocal Teaching. In this strategy instruction takes place in a cooperative instructional environment in which there is a dialogue between the teacher and students. Instructions take place in four comprehension strategy which are summarizing self-questioning clarifying and predicting. Studies have found that the strategy can successfully be taught to low-achieving students. The Question-Answer Relationships strategy is based on Pearson and Johnson’s (1978) taxonomy of questions. Here, students are taught that answers to the questions could be, text-explicit that is, to get answers from a text when, the answers are stated in a sequence in the text, Secondly text-implicit where, the answers must be drawn from different places in the text. Lastly ‘script-implicit where the answers to the questions depend on the readers’ prior knowledge on the topic of the comprehension. This method has been found to improve students’ knowledge in answering comprehension questions (Whitmore, 1992). Espin (2000) found that the differences in the academic achievement between high and low achieving students is that, the lower-achieving students are not given the opportunity to learn higher-level thinking skills. This lack exposure is based on the assumption that they must learn basic thinking skills before being exposed to high level thinking skills. Like in second language learning these skills are not taught until the student learns the Basic English learning skills. This then explains why some of the learners do not use the various reading strategies. Francis, Rivera, Lesaux, Kieffer, & Rivera, (2006) in their study, found ...
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