Nontraditional undergraduates’ academic literacy in higher technological courses: evaluating an experience of pedagogic mediation

ABSTRACT This paper is part of a wider research that evaluates an experience of pedagogical mediation for the academic literacy of students regarded as “nontraditional” inhigher technological courses at federal institutes. In this paper, we present the results obtained through reading comprehension tests, interactional protocols, chat diaries, and final questionnaire. Our objective is to show that a mediation based on the concepts of metacognition, as defended by Flavell (1979) and Brown (1987), can help remedy these students’ reading problems, avoiding course dropout.

摘要 本研究隶属于一项大型科研项目，该项目针对联邦院校高等技术课程中被归类为“非传统生源”的学生，评估针对其学术读写能力的教学介导实践。本文将展示通过阅读理解测试、互动实录、聊天日志及终期调查问卷所获取的研究结果。本研究旨在证明，以弗拉维尔（Flavell，1979）与布朗（Brown，1987）所倡导的元认知（metacognition）概念为基础的教学介导实践，能够有效改善这类学生的阅读困境，从而降低课程辍学率。