Relevant bibliographies by topics / Thinking aloud strategy

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Academic literature on the topic 'Thinking aloud strategy'

Author: Grafiati
Published: 16 June 2022

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Journal articles on the topic "Thinking aloud strategy"

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Omolu, Fikriani Aminun, and Andi Mappewali. "THINKING ALOUD PROTOCOL FOR SMART TRANSLATION." Premise: Journal of English Education 9, no. 1 (May 5, 2020): 42. http://dx.doi.org/10.24127/pj.v9i1.2664.

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A language is an important tool in communication. To produce a smooth relationship between countries that have different languages, the English language functions as Lingua Franca. To understand the information in English, a good understanding is needed. Being able to translate English texts is one of the basic forms of understanding itself. Unfortunately, numerous English language learners; from junior high schools to university levels, are still experiencing problems in this translation. This study aims to uncover the strategies of students in translating English texts into Indonesian by using the Thinking Aloud Protocol method. The subjects of this study were students in semester V (five) who had gone through Structure I to Structure IV subjects. This research was conducted in the scope of the University of Muhammadiyah Palu. From this research, the most widely used translation strategy is done by students as well as the prototype of the translation process to produce good translations
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Trocki, Aaron, Christine Taylor, Tina Starling, Paola Sztajn, and Daniel Heck. "Launching a Discourse-Rich Mathematics Lesson." Teaching Children Mathematics 21, no. 5 (December 2014): 276–81. http://dx.doi.org/10.5951/teacchilmath.21.5.0276.

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Mohd Noor, Siti Salwa. "[The Effect of Using The Thinking out Loud Strategy to Improve Speaking Skills I Have Arabic Language Learners in Malaysia] Athar istikhdam al-tafkir bi sawt ‘al fi tahsin maharat al-tahaddath lada muta‘allimi al-Lughah al-‘Arabiyyah fi Malizyya." Jurnal Islam dan Masyarakat Kontemporari 18, no. 1 (September 26, 2018): 71–93. http://dx.doi.org/10.37231/jimk.2018.18.1.297.

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This study aimed to identify the effect of using thinking aloud strategy to improve speaking skill among learners of Arabic language in Malaysia. To achieve the objectives of the study, several Arabic language learners from University Sultan Zainal Abidin (UniSZA) in Malaysia have been chosen to participate in this study. The study sample consists of (30) students, they are then divided into two groups; the first experimental group consists of (15) students studied the Arabic language using the thinking aloud strategy, and the control group consists of (15) students studied using traditional method of teaching. A test has been used in this study; the test speaking skills (pre and post). Results of the study indicate significant differences at (α=0.05) due to the instruction strategy used in favour of those taught through thinking aloud strategy in the speaking test. Keywords: Thinking Aloud Strategy, Speaking Skills, Arabic Learners. تركز هذه الدّراسة على معرفة أثر استخدام استراتيجية التفكير بصوت عال في تحسين مهارات التحدث لدى متعلمي اللغة العربية في ماليزيا. ولتحقيق أهداف الدّراسة اختارت الباحثة متعلمي اللغة العربية في جامعة السلطان زين العابدين في ماليزيا ليكونوا ميدانًا لتجربة الدّراسة. وقد تكونت عينة الدّراسة من (30) طالبًا وطالبة، موزعين على مجموعتين؛ تكونت المجموعة الأولى من (15) طالبًا وطالبة درسوا مادة اللغة العربية باستخدام استراتيجية التفكير بصوت عال، وتكونت المجموعة الضابطة من (15) طالبًا وطالبة درسوا المادة بالطريقة الاعتيادية. واستخدمت الدّراسة اختبار مهارات التحدث (القبلي والبعدي). وقد أسفرت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى (α=0.05) لصالح المجموعة التجريبية التي استخدمت استراتيجية التفكير بصوت عال في اختبار مهارات التحدث. كلمات مفتاحية: استرتيجية التفكير بصوت عال، مهارات التحدث، متعلمو اللغة العربية
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Purwo Trapsilo. "A THINK-ALOUD PROTOCOLS AS A COGNITIVE STRATEGY TO INCREASE STUDENTS’ WRITING NARRATIVE SKILL AT EFL CLASSROOM." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 5, no. 2 (May 8, 2017): 81. http://dx.doi.org/10.24127/pj.v5i2.817.

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The purpose of this study was twofold: its first aim was to know whether any differences of think-aloud potocols to develop writing narrative skill; second, to know whether which one is more effective to develop students’ writing narrative skill by using think-aloud protocols and traditional method.Students randomly assigned to an experimental and a control group. Treatment had three stages. In Stage 1, students were asked to write about a topic. InStage 2, students in the experimental group studied a model essay about that writing task and they hadthink-aloud protocol about those aspects of language that they noticed in the model essays. However inthe control group, students studied model essays for themselves and they did not have think-aloud part. InStage 3, students were asked to rewrite the writing task. The students in the experimental group showed that they got higher score in writing narrative by using think-aloud protocols than the control group. Furthermore, in the post test, experimental groupoutperformed the control group. The findings of the study suggest that thinking-aloud could be a goodstrategy for improving writing narrative performance.
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McRobert, Allistair P., Simon J. Mercer, David Raw, Jeff Goulding, and A. Mark Williams. "Effect of expertise on diagnosis accuracy, non-technical skills and thought processes during simulated high-fidelity anaesthetist scenarios." BMJ Simulation and Technology Enhanced Learning 3, no. 2 (January 11, 2017): 43–47. http://dx.doi.org/10.1136/bmjstel-2016-000129.

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BackgroundThe expert performance approach can be used to examine expertise during representative field-based tasks, while collecting process-tracing measures such as think-aloud verbal reports. Collecting think-aloud verbal reports provides an insight into the cognitive mechanisms that support performance during tasks.MethodWe examined the thought processes and performance of anaesthetists during simulated environments. Verbal reports of thinking and the anaesthetists’ non-technical skills (ANTS) were recorded to examine cognitive processes, non-technical behaviours and diagnosis accuracy during fully immersive, high-fidelity medical scenarios. Skilled (n=6) and less skilled (n=9) anaesthetists were instructed to respond to medical scenarios experienced in theatre.ResultsSkilled participants demonstrated higher diagnosis accuracy and ANTS scores compared to less skilled participants. Furthermore, skilled participants engaged in deeper thinking and verbalised more evaluation, prediction and deep planning statements.ConclusionsThe ability to employ an effective cognitive processing strategy, more efficient non-technical behaviours and superior diagnosis is associated with superior performance in skilled participants.
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Wijayanti, Anita, and Yohanes Bambang Gunawan. "Problems on learning thinking aloud for reading via Zoom app in emergency remote learning class." Journal of English Language and Pedagogy 4, no. 1 (June 10, 2021): 9–21. http://dx.doi.org/10.36597/jelp.v4i1.8687.

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This research attempted to obtain information on the problems of learning think-aloud for reading in an emergency remote learning class utilizing Zoom video conference application as the means of communication. While think-aloud is well-known method for improving students' reading strategy usage management, there are still problems encountered during class, especially if it is learnt via Zoom video conference application. The research participants were nine D3 program students of AMIKOM Purwokerto University PSDKU Yogyakarta who took Reading IV class. Data collection procedure included literary research, observation, questionnaire, and group interview. There were seven problems discovered: (1) Students were too shy to talk, (2) Students did not have or know proper vocabulary to verbalize their thoughts. (3). Students understood the text but had nothing to say. (4) Easy text did not invoke observable understanding processes in the students’ minds. (5) Students neither understood the text nor knew what to say. (6) Time-consuming. (7) Internet disconnection. Simple solutions to those problems were also presented.
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Aras, Irianto, Enditiyas Pratiwi, A. Wilda Indra Nanna, and Mardyanto Barumbun. "ROLE OF SCAFFOLDING FOR REFLECTIVE THINKING ON THE MATHEMATICAL PROBLEM SOLVING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 1 (March 31, 2022): 718. http://dx.doi.org/10.24127/ajpm.v11i1.4757.

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Solving mathematical problems require knowledge and experiences to determine the right strategy. One of the efforts that can be used to encourage problem-solving skills is to develop reflective thinking. Reflective thinking can be a strategy to explore mathematical problem-solving abilities by questioning the answers or questioning the problems encountered so that new thoughts can be used to determine appropriate problem-solving strategies. Therefore, this study aims to explain the reflective thinking process carried out by prospective teachers in solving mathematical problems. This study used a qualitative research design with data collection through test and interview process as a triangulation stage. Participants in this study were 2 prospective teachers who carried out a reflective thinking process and were known through think aloud in implementing the test. The results showed that scaffolding was needed to complete the reflective thinking process in problem-solving. Two scaffolding positions appeared in the reflective thinking stage: (1) after the questioning and evaluating stages, scaffolding is needed as a bridge to the reasoning stage; (2) After the questioning stage, scaffolding is needed to bridge the evaluating and reasoning stages. In the reflective thinking process, scaffolding generates new knowledge to find the right problem-solving strategy.
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Bestwick, Margaret Angel. "Mountain Chef: How One Man Lost His Groceries, Changed His Plans…" Social Studies Research and Practice 13, no. 1 (May 21, 2018): 84–95. http://dx.doi.org/10.1108/ssrp-12-2017-0070.

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Purpose The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service. Design/methodology/approach This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher. Findings During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media. Practical implications Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion. Originality/value Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.
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Alshahrni, Mohammed Masoud, and Nedhal Mofleh Al-Kawafeha. "Effectiveness of the Strategy of Thinking aloud in Developing the Ability to Solve Mathematical Problems among Gifted Students." International Journal for Talent Development 10, no. 19 (December 26, 2019): 23–40. http://dx.doi.org/10.20428/ijtd.10.19.2.

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Sönmez, Yasemin, and Süleyman Erkam Sulak. "The Effect of the Thinking-aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students." Universal Journal of Educational Research 6, no. 1 (January 2018): 168–72. http://dx.doi.org/10.13189/ujer.2018.060116.

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Dissertations / Theses on the topic "Thinking aloud strategy"

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Mockel, Lindsey Joan. "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.

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This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student's ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics.
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El, Tarhuni Amna. "La stratégie de pensée à voix haute dans le développement de la pensée créative et critique chez des étudiants universitaires lybiens." Thesis, Limoges, 2021. http://www.theses.fr/2021LIMO0092.

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L'étude visait à identifier l'efficacité de l'utilisation de la stratégie de réflexion à voix haute pour développer des compétences de pensée critique et créative chez les étudiants de l'Université Misurata (Libye) et à identifier les points de vue des membres du corps professoral de l'université sur l'utilisation de cette stratégie dans l'enseignement universitaire. Pour atteindre les objectifs de l'étude, le test California 2000 a été appliqué sur des étudiants de l’université pour mesurer les niveaux de pensée critique, tandis que et le test EPoc a été utilisé pour mesurer la pensée créative. L'échantillon d'étudiants est composé de 30 étudiants de sexe masculin et féminin qui ont été délibérément choisi au Département d'éducation et de psychologie, à la Faculté d'éducation de Université de Misurata, alors que l'échantillon du personnel enseignant a été choisi au hasard (15 professeurs de la Faculté des arts et de l'éducation). Bien que les résultats de la première étude aient révélé l'efficacité de la stratégie de réflexion à haute voix dans le développement des compétences de pensée critique et créative chez les étudiants, les résultats de la deuxième ont montré que les membres du corps professoral des universités n'ont pas de connaissance préalable sur cette stratégie
The study aimed to identify the effectiveness of using the thinking aloud strategy to develop critical and creative thinking skills in students at Misurata University (Libya) and to identify the views of members. of the university faculty on the use of this strategy in university teaching. To achieve the study's goals, the California 2000 test was applied to college students to measure critical thinking levels, while and the EPoc test was used to measure creative thinking. The student sample is made up of (30) male and female students who were deliberately chosen from the Department of Education and Psychology, Faculty of Education, University of Misurata. While the sample of teaching staff was chosen at random, there were (15) professors. of the Faculty of Arts and Education. Although the results of the first study revealed the effectiveness of the thinking aloud strategy in developing critical and creative thinking skills in students, the results of the second showed that university faculty members have no prior knowledge of this strategy
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Book chapters on the topic "Thinking aloud strategy"

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Jacobson, Susanne. "Experts by Experience as Contributors to Research and Development in a Corporate Context." In Universal Design 2021: From Special to Mainstream Solutions. IOS Press, 2021. http://dx.doi.org/10.3233/shti210386.

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This paper presents the findings of a user study conducted at a company, a global leader in its industry, in order to engage experts by experience in the research and development of the company’s future products. People who have life-changing experiences such as being ill or having a disability, and who are trained to consider their environment in terms of those experiences, can be called experts by experience. They can be inventive in creating solutions to the challenges of an inaccessible environment. Currently, their expertise is primarily used by the public sector, mainly in welfare and health-related initiatives. The corporate sector seems to have not yet actively engaged them. This study adopted a design research approach and applied a case study method to a research and development project conducted at a company. The user study comprised experts by experience testing a physical prototype that had digital content, by thinking aloud, interacting and participating in a design game. The aim was to understand the strengths, opportunities and development needs of the prototype, as well as to gain the experts’ insights into future requirements and how to meet them with similar products. The study resulted in usability-, appearance- and feel-related product qualities, as well as ideas regarding the product’s potential applications and digital content. The findings suggest that trained experts by experience can provide a company with information that could act as design drivers that benefit strategic development. Due to the inclusion and empowerment of users, as well as fostering their equality, engaging experts by experience in research and development could also be considered to be an example of corporate social sustainability and responsibility.
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Reports on the topic "Thinking aloud strategy"

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Mockel, Lindsey. Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1419.

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