Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020)

Framing Learner’s Verbal Report Data in Reading Comprehension; Uncovering the Cognitive Processes

Authors
Siti I. Savira, Anas Ahmadi
Corresponding Author
Siti I. Savira
Available Online 3 December 2020.
DOI
https://doi.org/10.2991/assehr.k.201201.013How to use a DOI?
Keywords
Cognitive Load Theory, Reading Comprehension, Think-Aloud, Metacognition
Abstract

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.

Copyright
© 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/).

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Volume Title
Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
3 December 2020
ISBN
978-94-6239-285-4
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.201201.013How to use a DOI?
Copyright
© 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  - https://doi.org/10.2991/assehr.k.201201.013
ID  - Savira2020
ER  -