Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students’ self-regulation in authentic academic reading contexts. Over a 5-week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students’ self-regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students’ attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice.

中文翻译：

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脚手架 L2 学术阅读和通过任务和反馈进行自我调节

研究表明，当学生在自己的学习环境中进行真实的学术阅读时，基于课堂的阅读策略培训并不一定会产生有效的、自我调节的阅读行为。鉴于这个问题，我们的研究检验了教学支架与教师反馈相结合的效果，旨在培养学生在真实学术阅读环境中的自我调节。在 5 周的时间里，学生阅读了五篇学术文章，并发布了记录他们阅读的博客文章，并由任务提示搭建。作为回应，他们的老师发布了个性化的反馈。数据包括 75 篇学生博客文章和 63 篇教师回复。结果表明，任务提示和反馈以不同的方式支持学生的自我调节：虽然任务提示学生反思他们的阅读，教师反馈将学生的注意力重新引导到新的阅读方式和任务的不那么肤浅的方面，并提醒他们之前成功进行的阅读行为。因此，这项研究提供了对任务和反馈之间相互作用的见解，以及对教学实践的建议。