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This study shows the results of an action research study about the effects of using a blended methodology to develop the reading metacognitive awareness of 19 low-proficiency students from a public school in Ibague, Colombia. Seven sessions were carried out during two months and a half for a total of 21 hours. The metacognitive reading strategies taught directly were chosen based on the MARSI (Metacognitive Awareness of Reading Strategies Inventory) questionnaire applied during the pre-stage. The mixed method was used to analyze the data.
Lawrence Jun Zhang (Sat,) studied this question.