Proceedings of the 2013 International Conference on Applied Social Science Research (ICASSR-2013)

A case study of collaborative action research: lexical chunk theory and its implication on reading performance

Authors
Hong Ma, Zheng Yun Chen, Zhi Yuan Pan
Corresponding Author
Hong Ma
Available Online August 2013.
DOI
https://doi.org/10.2991/icassr.2013.12How to use a DOI?
Keywords
lexical chunk theory, reading fluency, collaborative action research, teaching reflection, teacher development
Abstract
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.

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Proceedings
Part of series
Advances in Intelligent Systems Research
Publication Date
August 2013
ISBN
978-90786-77-69-7
ISSN
1951-6851
DOI
https://doi.org/10.2991/icassr.2013.12How to use a DOI?
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
PB  - Atlantis Press
SP  - 37
EP  - 40
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  -