Quasi-experimental, mixed-methods study showing that teacher educators' mediation improved first-year students' cognitive and metacognitive reading strategies, reading autonomy and reading performance.
The study tested whether mediation by teacher educators helps first-year pre-service teachers become autonomous EFL readers. Eighty first-year social science students at Kotebe University of Education were assigned to an experimental group (n = 40), which received targeted mediation, and a control group (n = 40), which received traditional instruction.
Data from reading proficiency tests, questionnaires and classroom observations were analysed with descriptive statistics, t-tests and thematic analysis. The experimental group made significantly greater use of cognitive and metacognitive strategies and outperformed the control group in reading, with a large effect size (Cohen's d). The study recommends that EFL instructors build mediation strategies into their teaching.
PLOS ONE, 21(4), e0337355
Bahir Dar University
13th National Education Conference on the Quality of Education: "Revitalizing applied education, igniting innovation, empowering futures" · Dilla University
Findings from the doctoral study on mediated learning with freshman pre-service trainees at Kotebe University of Education.
5th African Graduate Students' Conference · Bahir Dar University
4th African Graduate Students' Conference · Bahir Dar University
Friday Seminar, Faculty of Humanities · Bahir Dar University
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