Framing Learner’s Verbal Report Data in Reading Comprehension; Uncovering the Cognitive Processes
- 10.2991/assehr.k.201201.013How to use a DOI?
- Cognitive Load Theory, Reading Comprehension, Think-Aloud, Metacognition
This study is aimed to analyze a particular learner’s cognitive processes as the learner engages in a reading task. The data was collected primarily by think-aloud, while the interview was used as a complementary source. The think-aloud was conducted while the learner is engaged in a reading task. Therefore, in this essay, the cognitive process will be analysed by comparing the Cognitive Load Theory (CLT) framework to a theoretical framework of reading comprehension as suggested in the cognitive approaches to understanding reading. The data collected from the interview and the think-aloud were transcribed, coded, and categorized, resulting in three major categories, that are the point of difficulties in learning, cognitive processes, and motivation. Each of the categories conveys sub-categories. The present study finds that reading is a complex process that is more likely to impose a high load on a learner’s cognitive load. The key strategy in dealing with a complex task according to the CLT framework is to manage the intrinsic load that is, reducing the workload of working memory by creating or automating schema held in long-term memory. The paper is also elaborating on a further discussion around the cognitive process, motivation, and metacognition with the reading comprehension.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Siti I. Savira AU - Anas Ahmadi PY - 2020 DA - 2020/12/03 TI - Framing Learner’s Verbal Report Data in Reading Comprehension; Uncovering the Cognitive Processes BT - Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020) PB - Atlantis Press SP - 73 EP - 80 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201201.013 DO - 10.2991/assehr.k.201201.013 ID - Savira2020 ER -