TRANSFORMANDO A INSTRUÇÃO DE LEITURA
ADOÇÃO DE ESTRATÉGIAS METACOGNITIVAS POR PROFESSORES SAUDITAS
DOI:
https://doi.org/10.18316/rcd.v17i45.12355Palavras-chave:
Inglês como Língua Estrangeira, instrução de leitura, desenvolvimento profissional, crença dos professoresResumo
Este estudo explora as preferências dos professores sauditas de EFL pela abordagem de estratégia metacognitiva na instrução de leitura e identifica fatores que influenciam sua adoção. Uma pesquisa foi conduzida entre 78 professores sauditas de EFL para avaliar suas preferências pela abordagem de estratégia metacognitiva e os desafios associados à sua implementação. As descobertas revelaram uma forte preferência pela abordagem de estratégia metacognitiva, com 81,7% dos professores favorecendo seu uso devido à sua eficácia em melhorar a compreensão da leitura e promover o aprendizado independente. No entanto, vários desafios, incluindo treinamento limitado, currículos rígidos e barreiras culturais, foram identificados como obstáculos significativos à sua adoção. O estudo ressalta a importância de programas de desenvolvimento profissional direcionados e reformas curriculares para facilitar a integração de estratégias metacognitivas na instrução de leitura. Ele também recomenda mais pesquisas sobre o impacto de longo prazo e a aplicação em sala de aula dessas estratégias.
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