Papers by Lakshmana Pinninti
Research indicates that reading strategy instruction improves comprehension. Conceptualizing stra... more Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data were collected from 72 ninth-grade participants, employing a pretest-posttest comparison group design, through Reflective Journals, Reading Comprehension Test, and the Survey of Reading Strategies. The experimental group (n=36) participated in strategy training, while the comparison group (n=36) had regular study hours. Reflective journals show that the experimental group improved in rationalizing the conditional knowledge of strategies, using strategy clusters, employing responsive actions, specifying the details of strategy use and verbalizing the reading process. Findings also indicate that the experimental group outperformed the comparison group in posttest in comprehension and frequency of strategy use. The findings imply that reading strategy instruction models and teachers can increase the collaborative and reflective nature of strategy training to develop students' strategic reading and comprehension.
Continuing Professional Development of English Language Teachers, 2022
For several decades, language teachers’ CPD followed the formal, event-delivery, top-down approac... more For several decades, language teachers’ CPD followed the formal, event-delivery, top-down approaches in which outside experts present theoretical content about pedagogy in the form of structured short-term training workshops. However, there have been concerns about their success in teachers’ CPD as they are conceptually and practically indifferent to the local needs and contexts of teachers. Therefore, experiential, participatory, bottom-up approaches to CPD have been gaining popularity among teachers over the last three decades. One such approach is teacher research, which seems to be a “minority activity” for a majority of language teachers, probably because they have “inappropriate notions” about the skills required for it. Hence, it is necessary to raise teachers’ awareness about the skills required for them to engage in research. This chapter presents a pragmatic approach to guide teachers to develop the skills of Reflecting, Recording, and Reporting (3R) to become teacher-researchers. Reflection is the skill of critically analyzing past or current teaching experience to design the future course of action. Recording refers to the craft of documenting teaching experiences to create a repository of experiential learning about pedagogy. Reporting is the skill of turning experiential learning into knowledge building. This 3R approach will help teachers grow into teacher-researchers and self-transforming professionals.
Electronic Journal of Foreign Language Teaching, 2019
Most research on reading strategy instruction has employed quantitative methods to evaluate the i... more Most research on reading strategy instruction has employed quantitative methods to evaluate the impact of strategy instruction. But quantitative evaluation offers only a partial picture, and it must be complemented by qualitative evaluation. The predominant use of quantitative methodology may be attributed to the absence of established qualitative assessment criteria. There is a need for developing qualitative assessment criteria to evaluate the effect of strategy training on reading progress. Therefore, the present study aims to develop potential criteria for qualitative evaluation of the impact of strategy instruction. The study proposes five criteria: conditional knowledge, use of clusters, responsive actions, specificity in strategy description and fluent verbal-isation. These five criteria emerged from the evaluative analysis and interpretation of data collected through reflective journals. The journals were maintained by 38 ninth-grade students for reflecting on their reading strategy use and reading process as part of strategy instruction. The five criteria can be useful for designing and evaluating strategy instruction.
Over the last four decades, there has been a substantial body of research on metacognitive awaren... more Over the last four decades, there has been a substantial body of research on metacognitive awareness of reading strategies. However, very few studies have focused on stage-wise frequency (pre-, while-and post-reading) and conditional knowledge of reading strategies. The purpose of this paper is to report stage-wise frequency and conditional knowledge of reading strategies as employed by nine ninth-grade participants. The participants were asked to maintain Reflective Journals, which were analyzed qualitatively using thematic analysis. The analysis revealed that the most frequently used strategies are 'previewing', 'underlining unfamiliar words', 're-reading difficult sentences' and 'recalling summary'. Reading strategies were employed for a variety of purposes such as predicting the main idea, solving the problems faced in comprehending the text, memorizing useful information and learning English vocabulary. The stage of reading was found to be significantly influencing both frequency and purpose of reading strategies. The findings of this study have implications for learners, teachers and course book designers in teaching English as a Second Language.
Books by Lakshmana Pinninti
S. P. Dhanavel (ed.), Continuing Professional Development of English Language Teachers, 2022
For several decades, language teachers’ CPD followed the formal, event-delivery, top-down approac... more For several decades, language teachers’ CPD followed the formal, event-delivery, top-down approaches in which outside experts present theoretical content about pedagogy in the form of structured short-term training workshops. However, there have been concerns about their success in teachers’ CPD as they are conceptually and practically indifferent to the local needs and contexts of teachers. Therefore, experiential, participatory, bottom-up approaches to CPD have been gaining popularity among teachers over the last three decades. One such approach is teacher research, which seems to be a “minority activity” for a majority of language teachers, probably because they have “inappropriate notions” about the skills required for it. Hence, it is necessary to raise teachers’ awareness about the skills required for them to engage in research. This chapter presents a pragmatic approach to guide teachers to develop the skills of Reflecting, Recording, and Reporting (3R) to become teacher-researchers. Reflection is the skill of critically analyzing past or current teaching experience to design the future course of action. Recording refers to the craft of documenting teaching experiences to create a repository of experiential learning about pedagogy. Reporting is the skill of turning experiential learning into knowledge building. This 3R approach will help teachers grow into teacher-researchers and self-transforming professionals.
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Papers by Lakshmana Pinninti
Books by Lakshmana Pinninti