A case study of collaborative action research: lexical chunk theory and its implication on reading performance
Hong Ma, Zheng Yun Chen, Zhi Yuan Pan
Available Online August 2013.
- https://doi.org/10.2991/icassr.2013.12How to use a DOI?
- lexical chunk theory, reading fluency, collaborative action research, teaching reflection, teacher development
- This case study is conducted on the basis of collaborative action research by applying lexical chunk theory into reading. Having tutoring a college student of engineering background for two years, two teachers reflected on teaching methods and resorted to intervention of purposefully nurturing the student’s awareness of lexical chunks so that he could decode chunks automatically and swiftly in the process of reading. Considering the potential benefits, a mixed method design of qualitative study and quantitative study was deployed. Through this case, teachers learn to apply collaborative action research into practice by pondering their teaching, teaching approaches and performance in the hope of enhancing their teaching career.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Hong Ma AU - Zheng Yun Chen AU - Zhi Yuan Pan PY - 2013/08 DA - 2013/08 TI - A case study of collaborative action research: lexical chunk theory and its implication on reading performance BT - 2013 International Conference on Applied Social Science Research (ICASSR-2013) PB - Atlantis Press SN - 1951-6851 UR - https://doi.org/10.2991/icassr.2013.12 DO - https://doi.org/10.2991/icassr.2013.12 ID - Ma2013/08 ER -