THINKING ALOUD METHOD

The essence of reading is changing, and is complicated by the need to know
how to read hypertexts online. Such texts require a different way of processing
the content, which has gained importance with the boom of information
on the Internet and with its recognition as an important medium of communication,
entertainment, and information. However, if the immense availability
information has, as its possible consequence, raised so much the need to
read, it harbours within it the potential of turning people away from a focused
reading. The reason for this is that the understanding of the online
content is the outcome of investment in research, evaluation, construction
and reconstruction of the text, as well as a range of other skills that cannot be
taken for granted in the actual reader, who is therefore led astray by her lack
of knowledge. Indeed, the teaching of these new skills generates serious
doubts in terms of opportunities and modes of action, thus forcing to start
again a reflection on the delicate role of those who have to alphabetize when
new socio-cultural scenarios emerge. Whether and how could the school
take action in a field that is to-date abandoned to informal practices? Some
studies suggest the opportunity to move towards techniques able to promote
the processes of “self-regulation”, which are essential in the understanding
of hypertext found online (and not only there). However, there are still too
few studies on strategies for the reading and comprehension of non-linear
texts; moreover, empirical data are not enough to enable an assessment of
the effectiveness of these instructional techniques.

L’essenza della lettura sta cambiando, resa più complessa dal saper leggere
ipertesti online. Si tratta di un modo diverso di elaborare i contenuti, richiesto
dalle tipologie testuali presenti in rete, che ha acquisito rilevanza con l’esplosione
informativa su internet e con il suo riconoscimento come media di comunicazione,
intrattenimento, informazione. Ma se l’immensa disponibilità informativa
ha, come possibile conseguenza, quella di far lievitare la necessità di
leggere, essa ha in sé anche la potenzialità di distogliere dall’impegno di una
lettura concentrata, poiché la comprensione del contenuto online è esito di un
rilevante investimento nella ricerca, valutazione, costruzione e ricomposizione
del testo, e di un ventaglio di altre competenze che non possono essere date
per scontate. L’insegnamento di queste nuove skill pone, anzi, seri dubbi in termini
di opportunità e di modalità di intervento, risollevando la riflessione sul
delicato ruolo di chi deve alfabetizzare alla luce dei nuovi scenari socio-culturali.
Se e come può la scuola agire su un ambito che, ad oggi, è lasciato all’informale?
Alcuni studi suggeriscono l’opportunità di orientarsi verso tecniche di
promozione dei processi di “autoregolazione”, essenziali nella comprensione
degli ipertesti online (e non solo). Sono ancora poche, però, le ricerche sulle strategie di comprensione dei testi digitali non lineari usati e non possediamo
sufficienti dati empirici sull’efficacia di tali tecniche di istruzione.
KEYWORDS
Literacy, Reading Literacy, Online Reading, Think Aloud.
Literacy, Reading Literacy, Lettura Online, Think Aloud.

Digital learning environments are increasingly becoming popular in recent years. The rising usage of cell phones has invited researchers to design and develop learning applications and games for mobile phones. Specifically, game-based language learning is being promoted by researchers in many parts of the world. "Language Learning Serious Game (LLSG)" is based on a theoretical model constructed by the researcher that supports children learning English as a second language in a cultural context. The usability of such games is evaluated based on well-defined heuristics and other standard methods. This research aims to appraise the usability of LLSG through heuristics and think-aloud approaches while involving all essential stakeholders, including language experts, students, teachers, and game developers. The researcher proposed the heuristics in a cultural context, whereas the think-aloud review is compiled from the rigorous discussion session involving these stakeholders to evaluate the LLSG. The findings obtained from the heuristics evaluation reveal that the usability of LLSG is acceptable. On the other hand, various interesting suggestions and reviews were gathered from the discussion between experts and students. This evaluation will further improve the future versions of the game.

Think-aloud is a research method in which readers report their thoughts while reading, thereby researchers will be able to achieve a better view of the mental processes in which readers are engaged. Reading in a foreign language needs considerable efforts on the readers' part due to understanding of a text. Think-aloud is a method which helps the teachers to collect unseen processes such as inference or the use of prior knowledge by learner. In the present paper, the researchers have considered a type of verbal report and the way it can be used in foreign language reading comprehension along with strategy training. To this end, 32 subjects were selected randomly from among upper intermediate Iranian EFL male learners in Parsian English Institute in Tonekabon, Iran and divided randomly into two groups. The TOEFL test administered to the students. Finally, the data gathered by the experiment was analyzed through SPSS software, using Samples Independent t-test. The results revealed that there is significant increases in mean score of treatment group, confirming the positive effect of think-aloud method on improving learners' reading comprehension.

Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in L1 and L2 reading strategy research but to highlight the problem of inconsistencies found in many of these taxonomies and strategy-use definitions due to the different wording used for similar or even the same strategies. Overall, there are four main objectives in reviewing the 41 studies using think-aloud reporting methods. First, the review aims to highlight the considerable overlap of (think-aloud/think-out-loud) taxonomies found in main studies in L1 and L2 reading research (listed in alphabetical order). Second, the review produces a meticulously organized chart to help reduce the confusion caused by the different wording of strategies in verbal protocols. Third, the review aims to contribute to the body of literature reviews in L1 and L2 reading research by presenting a unique and original approach in identifying, comparing, cross-referencing, and addressing overlaps found in many think-aloud taxonomies reported. Finally, the present review aims to introduce the reader to an easier (entries by alphabetical order) and probably more efficient alternative access to comparing strategy-use taxonomies in L1 and L2 reading than some previous reviews available in L1 and L2 reading strategy-use research.

Research in strategy use needs to provide comprehensive and detailed
qualitative discussion of individual cases and their strategic processing of texts to deepen our understanding of the cognitive and metacognitive processes readers resort to when reading different texts for different purposes. Hence, the present paper aims to provide in-depth and rich examination and interpretation of four Saudi EFL students (two good and two poor readers) processing two different texts in structure (a narrative and an expository text) for different reading tasks. This involved a detailed qualitative discussion of the differences and similarities in reading problems and strategy use. Using think-aloud reports and follow-up interviews, the study identified four explicit
word-related and six text-related problems reported by the four EFL readers in processing the assigned text types. Moreover, the study revealed how the selected cases varied in their strategic reactions to the reading problems encountered in the two texts. The study findings also demonstrated how the structuring variations of the narrative and expository texts had a considerable effect on the quantity and quality of readers’ reported difficulties and reading strategies employed in texts.

Mahasiswa Sarjana UIN Syarif Hidayatullah Jakarta Program Studi Sistem Informasi 1 bayu.wicaksono16@mhs.uinjkt.ac.id 2 ridho.dhafi16@mhs.uinjkt.ac.id 3 putri.syarifah16@mhs.uinjkt.ac.id 4 luthfiyah.widiyaningsih16@mhs.uinjkt.ac.id 5 Mifta.Namira16@mhs.uinjkt.ac.id Jl. Ir. H. Juanda no. 95 Ciputat, 15412 Abstrak Sistem Akademik adalah tempat data-data akademik diolah dan disajikan untuk mempermudah dalam pengaksesan data tersebut untuk pengguna dalam kegiatan administrasi secara online. Usability testing adalah serangkaian proses proses atau kegiatan yang melibatkan pengguna sebagai user untuk mengetahui seberapa baik suatu produk (sistem) dapat digunakan dengan mudah oleh pengguna. Penelitian ini membahas tentang seberapa mudah sistem akademik UIN Jakarta yang bernama Academic Information System (selanjutnya disingkat AIS) digunakan oleh pengguna baik mahasiswa aktif UIN Jakarta maupun non-UIN. Metode yang penulis gunakan disini adalah Thinking Aloud dengan pengumpulan data menggunakan Cluster Random Sampling. Lalu hasil yang didapatkan adalah responden Puas terhadap sistem akademik UIN Jakarta.

This study investigates the opportunity to adopt the Think Aloud metacog-nitive technique to instruct students to become strategic and skilled readers in the online environments. After presenting the historical and theoretical roots of the Think Aloud and the methodological characteristics of this technique, the study proposes an instructional tool that could support late primary and secondary school teachers in planning online reading lessons with the Think Aloud. Finally, the main strengths and weaknesses in the application of this technique to the online reading, and the prospects and future developments of the research in this area are analyzed.
Nel presente lavoro è indagata l'opportunità di adattare alla lettura negli ambienti online la tecnica metacognitiva del Think Aloud, modello di istruzione già rivelatosi efficace nella comprensione del testo stampato. Dopo aver accennato alle radici storiche e teoriche, e descritto le caratteristiche metodologiche del Think Aloud come strumento di ricerca e come tecnica per modellare la comprensione del testo, vengono presentati percorsi gui-da per l'applicazione di questa tecnica alla lettura online. Nella parte finale, tenuto conto di una pur modesta base conoscitiva, sono illustrati i principa-li punti di forza e i limiti nell'applicazione di questa tecnica alla lettura on-line, nonché le prospettive e gli sviluppi futuri della ricerca in questo ambito.

1. Matematika a. Pengertian Matematika Dalam Kamus Besar Bahasa Indonesia (2005:723) disebutkan bahwa, Matematika adalah ilmu tentang bilangan-bilangan, hubungan antara bilangan, dan prosedur operasional yang digunakan dalam penyelesaian masalah mengenai bilangan". Sedangkan Soejadi (2000: 11) mengemukakan bahwa ada beberapa definisi dari matematika, yaitu sebagai berikut: a. Matematika adalah cabang ilmu pengetahuan eksak dan terorganisir secara sistematik. b. Matematika adalah pengetahuan tentang bilangan dan kalkulasi. c. Matematika adalah pengetahuan tentang penalaran logik dan berhubungan dengan bilangan. d. Matematika adalah pengetahuan tentang fakta-fakta kuantitatif dan masalah tentang ruang dan bentuk. e. Matematika adalah pengetahuan tentang struktur-struktur yang logik. f. Matematika adalah pengetahuan tentang aturan-aturan yang ketat. Matematika memiliki daya abstraksi yang begitu tajam terhadap berbagai permasalahan, sehingga wajar bahwa matematika mampu membantu perkembangan bidang-bidang ilmu sosial maupun ilmu pengetahuan alam. Dari beberapa pendapat di atas dapat disimpulkan bahwa matematika adalah cabang ilmu pengetahuan eksak tentang bilangan, kalkulasi, penalaran logik, fakta-fakta kuantitatif, masalah ruang dan bentuk, aturan-aturan yang ketat, dan pola keteraturan serta tentang struktur yang terorganisir. b. Matematika Sekolah Soejadi (2000:37) mendefinisikan matematika sekolah sebagai unsur-unsur atau bagian-bagian dari matematika yang telah dipilih berdasarkan atau berorientasi kepada kepentingan kependidikan dan perkembangan IPTEK". Matematika sekolah ini tidak sepenuhnya sama 7 dengan matematika sebagai ilmu. Dikatakan tidak sepenuhnya sama karena memiliki perbedaan antara lain dalam penyajiannya, pola pikirnya, keterbatasan semestanya, dan tingkat keabstrakannya. c. Tujuan Pengajaran Matematika SMA Secara lebih spesifik, tujuan pembelajaran matematika tingkat Sekolah Menengah Atas (SMA) dan Madrasah Aliyah (MA) terdapat dalam standar kompetensi mata pelajaran matematika SMA dan MA (Departemen Pendidikan Nasional, 2006) yaitu sebagai berikut : 1. Memahami konsep matematika, menjelaskan keterkaitan antar konsep dan mengaplikasikan konsep atau algoritma, secara luwes, akurat, efisien, dan tepat, dalam pemecahan masalah. 2. Menggunakan penalaran pada pola dan sifat, melakukan manipulasi matematika dalam membuat generalisasi, menyusun bukti, atau menjelaskan gagasan dan pernyataan matematika. 3. Memecahkan masalah yang meliputi kemampuan memahami masalah, merancang model matematika, menyelesaikan model dan menafsirkan solusi yang diperoleh. 4. Mengomunikasikan gagasan dengan simbol, tabel, diagram, atau media lain untuk memperjelas keadaan atau masalah.

Matematika merupakan ilmu universal yang mendasari perkembangan teknologi modern, mempunyai peran penting dalam berbagai disiplin dan mengembangkan daya pikir manusia. Untuk itu, matematika menjadi salah satu mata pelajaran yang sangat penting untuk diajarkan kepada anak didik. National Council of Teachers of Mathematics atau NCTM (2000:3) menyatakan bahwa standar matematika sekolah haruslah meliputi standar isi dan standar proses.

Reading comprehension is an important ability that learners need in order to decode meaning of texts in different genres. Think-aloud is a technique that learners might use in order to overcome the difficulties of reading texts. With the help of teacher's modeling, learners might observe the techniques their teacher uses while reading a text and they may do the same so as to overcome the difficulties they have in comprehending these texts.

Contemporary artworks, Media artworks deliver intention of artist and make audiences feel emotional feeling by employing interaction between the works and spectators. Intended intent of artworks can be properly conveyed to the audiences and totally different and new idea can be de notified. Even though all kinds of feelings and emotions occurring in the mind of audiences worthy, there can exist better exhibition methodology to present interactive artworks. Three different exhibition methods were evaluated in the study and Think Aloud were proved to increase interests of audiences.

The essence of reading is changing, and is complicated by the need to know how to read hypertexts online. Such texts require a different way of process ing the content, which has gained importance with the boom of information on the Internet and with its recognition as an important medium of commu nication, entertainment, and information. However, if the immense availabil ity information has, as its possible consequence, raised so much the need to read, it harbours within it the potential of turning people away from a fo cused reading. The reason for this is that the understanding of the online content is the outcome of investment in research, evaluation, construction and reconstruction of the text, as well as a range of other skills that cannot be taken for granted in the actual reader, who is therefore led astray by her lack of knowledge. Indeed, the teaching of these new skills generates serious doubts in terms of opportunities and modes of action, thus forcing to start again a r...

Thinkie 3 supports Thinking Aloud on iPhone and iPad. Launching Thinkie in 2021 one asks in which environment the app is being exposed. The article starts with a description of the current technical and methodological state of Thinking Aloud (TA). Since the beginnings in 1980, things have changed. After that, attention shifts to Thinkie 3 itself. As a mobile IOS application Thinkie 3 stores its data in a cloud container of the user. The data structure includes metadata, audio and video files, audio clips and transcripts. The server-based Apple Speech-To-Text helps with transcription. Users are supported in data capture and initial data analysis. Files can be exported for further handling.

Objectives: To assess the effectiveness of two usability evaluation methods, cognitive walkthrough (CW) and think aloud (TA), for identifying usability problems and to compare the performance of CW and TA in identifying different types of usability problems. Methods: A CW was performed by two usability evaluators and 10 physicians were recruited to perform a TA usability testing of a CPOE system (Medicator). The severity of identified usability problems was determined and the usability problems were categorized based on the User Action Framework (UAF). The potential of usability problems to cause medication errors was also determined. The thoroughness, validity and effectiveness of the two methods were compared. Results: Fifty seven unique usability problems of different severity, spread over the four phases of interaction as defined by the UAF, were identified. The effectiveness of the TA method for identifying usability problems was 0.08 higher than that of the CW (0.70 vs. 0.62). The thoroughness (the extent to which a method can identify existing usability problems) of the TA was higher for the "Planning" and "Assessment" phases and lower for the "Translation" phase (as defined by UAF). The thoroughness of TA for identifying problems that may potentially result in medication errors was higher than that of CW (0.81 vs. 0.68). The number of usability problems identified by each of the methods was significantly less than the total number of detected real usability problems in Medicator (p < 0.001). The observed differences between the number of real usability problems identified by CW and TA (38 vs. 41), the difference between the average severity of the detected problems by CW and TA (2.37 vs. 2.41), and the difference for identifying problems potentially resulting in medication errors (15 vs. 18) were not statistically significant (p > 0.4). Conclusions: This study shows that although TA showed a slightly better effectiveness, there is no significant difference between the performance of the CW and the TA methods in terms of number of usability problems identified and the mean severity of these problems. Since no single evaluation method will uncover all of the usability problems a combination

The essence of reading is changing, and is complicated by the need to know how to read hypertexts online. Such texts require a different way of processing the content, which has gained importance with the boom of information on the Internet and with its recognition as an important medium of communication, entertainment, and information. However, if the immense availability information has, as its possible consequence, raised so much the need to read, it harbours within it the potential of turning people away from a focused reading. The reason for this is that the understanding of the online content is the outcome of investment in research, evaluation, construction and reconstruction of the text, as well as a range of other skills that cannot be taken for granted in the actual reader, who is therefore led astray by her lack of knowledge. Indeed, the teaching of these new skills generates serious doubts in terms of opportunities and modes of action, thus forcing to start again a refle...

The purpose of this study, which is designed in quasi-experimental model, is to examine the effect of the thinking aloud strategy on the reading comprehension skills of the 4th grade primary school students. For this purpose, in the second semester of 2016-2017 academic year, the reading comprehension levels of 26 students in the 4th grade at a primary school located in the central district of Turkey's Bartın province were determined by applying a pre-test. Among the two classes, whose reading comprehension levels were equal, one class was assigned as the experimental and the other as the control group in an objective manner. In the research; Reading Comprehension Test 1, which included questions about the text 'Edison Invents the Light Bulb' developed by Sulak (2014); and the Reading Comprehension Test 2, which included questions about the text 'Everything Started with a Kite' developed by the researcher were used as data collection tools. The data obtained in the study were transferred to the SPSS 18 software pack; and statistical procedures such as arithmetic average, frequency, percentage, standard deviation, Mann Whitney U, Wilcoxon Marked Rank Test were performed on the data, in the direction of the questions in the research. As the result of the research, it was concluded that there was a significant difference between the pre-test and post-test scores, in favor of the post-test scores of the experimental group students who were taught the thinking aloud strategy.

Digital learning environments are increasingly becoming popular in recent years. Particularly, the rising usage of mobile phones has invited researchers to design and develop learning applications and games for mobile phones. Specifically, game-based language learning in cultural context is being promoted by researchers in many parts of the world which are quite effective for public sector school students. Requirements for a language learning game have been elicited from the preliminary survey as well as from the literature and a theoretical model for language learning in a cultural context has also been constructed and validated through inter-rater reliability. A low-fidelity prototype has been developed for Language Learning Serious Game (LLSG) on the basis of a theoretical model and researcher proposed heuristics to validate it. This research aims to appraise the usability of LLSG through proposed heuristics and think-aloud approaches while involving all important stakeholders including language experts (teachers) and game developers. The heuristic evaluation is based on well-defined criteria laid down by Nielson, whereas, the think-aloud evaluation is compiled from the rigorous discussion session held by involving these stakeholders. The results obtained from heuristic evaluation are very positive, indicates that the low-fidelity prototype has most of the required language learning, educational, and cultural context elements and thus the prototype had good usability. On the other hand, a variety of interesting suggestions and reviews are gathered from the discussion between experts. This will further improve the version of the low-fidelity prototype and also help to develop high-fidelity prototypes.

This study investigates the opportunity to adopt the Think Aloud metacognitive technique to instruct students to become strategic and skilled readers in the online environments. After presenting the historical and theoretical roots of the Think Aloud and the methodological characteristics of this technique, the study proposes an instructional tool that could support late primary and secondary school teachers in planning online reading lessons with the Think Aloud. Finally, the main strengths and weaknesses in the application of this technique to the online reading, and the prospects and future developments of the research in this area are analyzed.

The purpose of this study, which is designed in quasi-experimental model, is to examine the effect of the thinking aloud strategy on the reading comprehension skills of the 4th grade primary school students. For this purpose, in the second semester of 2016-2017 academic year, the reading comprehension levels of 26 students in the 4th grade at a primary school located in the central district of Turkey&#39;s Bartın province were determined by applying a pre-test. Among the two classes, whose reading comprehension levels were equal, one class was assigned as the experimental and the other as the control group in an objective manner. In the research; Reading Comprehension Test 1, which included questions about the text &#39;Edison Invents the Light Bulb&#39; developed by Sulak (2014); and the Reading Comprehension Test 2, which included questions about the text &#39;Everything Started with a Kite&#39; developed by the researcher were used as data collection tools. The data obtained in t...

Usability evaluation clarifies the user's comfortability, satisfaction, and experience with a product. The success of the product is solely dependent on the usability factor. Web applications are excellent channels to communicate between the customers and the suppliers, for satisfying users' needs. Particularly usability evaluation of web applications plays an important role in observing the design, content, and navigation of a website. These observations help to improve the design of a web application. A proper design and content management of a web application acts as a gateway to attract more customers to use their application. Customer satisfaction would also help increase business for that particular company. The restaurant recommender web application acts as a medium for customers and restaurants. These applications help the food industry to attract customers. If the mode of communication is not effective, restaurants fail to promote their food business to the customers. Previous research studies focused on business models, restaurant reviews, and offers provided by restaurant recommenders, instead of usability evaluation. The goal of this research study is to test the efficiency and effectiveness of zomato.com through usability Original Research Article

In this essay, I examine the learning of Swedish as a second language in two groups of young people at a high school in Sweden. The focus of the study is on the use of word learning strategies in second language learning by these informants, i.e. what types of strategies and how learners' use of these strategies can be described with special focus on determining the meanings of unknown words. The focus is also on the importance that the use of these strategies has on the informants' results. Special focus is placed on the use of strategies when students derive and/ or generate the meanings of words unknown to them based on the context during the reading process, which is called lexical inferencing (LIF) in linguistics. The study applies the think-aloud method for examining
the informants' skills in lexical inferencing, i.e. the informants orally inform their thoughts and conclusions about the meanings of the unknown words in the given reading passage. The study analyzes and discusses and discusses why certain strategies are used and what implications these may have for more or less successful word learning. The results of the study show i.a. that the informants use of the whole spectrum of cognitive, metacognitive, social and affective strategies, but that they use these strategies to varying degrees and to varying degrees of skill. The results of the study also show that it is difficult to say anything unambiguous about the relationship between the use of learning strategies and success in LIF or about covariation between the strategies, but that there are indications of covariation between cognitive and social strategies, between cognitive and metacognitive strategies and between affective and metacognitive strategies. There are also indications of how these affect the success of LIF and the attempt to explain
why these covariations lead to more or less successful derivation is made in the analysis and discussion part of the study.

Think-aloud is a research method in which readers report their thoughts while reading, thereby researchers will be able to achieve a better view of the mental processes in which readers are engaged. Reading in a foreign language needs considerable efforts on the readers&#39; part due to understanding of a text. Think-aloud is a method which helps the teachers to collect unseen processes such as inference or the use of prior knowledge by learner. In the present paper, the researchers have considered a type of verbal report and the way it can be used in foreign language reading comprehension along with strategy training. To this end, 32 subjects were selected randomly from among upper intermediate Iranian EFL male learners in Parsian English Institute in Tonekabon, Iran and divided randomly into two groups. The TOEFL test administered to the students. Finally, the data gathered by the experiment was analyzed through SPSS software, using Samples Independent t-test. The results revealed...

Problem Statement: In the literature, playing the violent games still considers as double-edged sword (Agina & Kommers, 2008). On one edge, the focus was on the aspect of using video games in teaching, social settings, and improving humancomputer interfaces (e.g., Malone 1981; ...). On the other edge, the focus was on the negative outcomes and later effects (e.g., Griffiths & Hunt 1998; ...). However, the literature clearly lacks investigating the positive effect of playing violent games on children's development processes when children act and react alone and without human's external regulation. Purpose of Study: Given the fact that the world is clearly unable to stop the production of the violent games as avoiding children to play violent games is almost impossible, the present study aimed towards understanding the positive effect of playing violent games on children's development to clarify what the future research should highly take into account. Stated differently, the present study was an attempt towards clarifying the importance of embedding violent arousal as a process of learning. Research Methods: Hundred children (50 boys, 50 girls) who, almost, daily played violent games were specifically selected. Each child was given one hour to play with "CAR-RACING" and "THE-PUNISHER". After the session, a Friendly-Chat-Questionnaire, through nonhumn's external regulator, was achieved with each child where all children's utterances were recorded and tabulated. An extra meeting with children was achieved after the entire session. Findings: Children's self-regulation and thinking-aloud verbalization were affected by the game hero's gender; both were fluctuated even among the same gender where boys showed higher level of violent arousal. Children also showed high level of self-regulation when engaging them as deign-partners that confirmed Agina and Kommers (2008). Conclusions: Despite the negative effect of playing violent games, violent arousal has positive effect on children's development especially self-regulation and thinking aloud to express their mind's content. Thus, the most significant question for the future research on children's developmet is that: How can the violent arousal be safely transferred into children's learning settings to enable children to be "Violent-Arousal-Learners" through "Violent-Arousal-Learning"?

This article seeks to illuminate the gap between UK policy and practice in relation to the use of criteria for allocating grades. It critiques criterion-referenced grading from three perspectives. T el e le tu e s f o t o u i e sities e e asked to thi k aloud as the g aded t o itte assignments. The study found that assessors made holistic rather than analytical judgements. A high proportion of the tutors did not make use of written criteria in their marking and, where they were used, it was largely a post hoc process in refining, checking or justifying a holistic decision. Norm referencing was also found to be an important part of the grading process despite published criteria. The autho s de elop the otio of tuto s sta da ds f a e o ks, i flue ed stude ts o k, a d providing the interpretive lens used to decide grades. The implications for standards, and for students, of presenting the grading process as analytical and objective are discussed.

Increasingly grow up the investigations that seek to understand the mental processes used by students in order to understand, mainly, their difficulties in learning certain subjects. Therefore, this article makes a comparison between two interview protocols that can be used in these investigations, Think Aloud and Report Aloud. Based on a study carried out using Think Aloud, an research was carried out using Repot Aloud method. Both investigations used computational simulations about relative motion in order to analyze the statics imagens and mental simulations produced and used by students. Comparing the results of both studies, it can be concluded that the methods are equivalent.

Digital learning environments are increasingly becoming popular in recent years. The rising usage of cell phones has invited researchers to design and develop learning applications and games for mobile phones. Specifically, gamebased language learning is being promoted by researchers in many parts of the world. “Language Learning Serious Game (LLSG)” is based on a theoretical model constructed by the researcher that supports children learning English as a second language in a cultural context. The usability of such games is evaluated based on well-defined heuristics and other standard methods. This research aims to appraise the usability of LLSG through heuristics and think-aloud approaches while involving all essential stakeholders, including language experts, students, teachers, and game developers. The researcher proposed the heuristics in a cultural context, whereas the think-aloud review is compiled from the rigorous discussion session involving these stakeholders to evaluate t...

This study investigates the opportunity to adopt the Think Aloud metacognitive technique to instruct students to become strategic and skilled readers in the online environments. After presenting the historical and theoretical roots of the Think Aloud and the methodological characteristics of this technique, the study proposes an instructional tool that could support late primary and secondary school teachers in planning online reading lessons with the Think Aloud. Finally, the main strengths and weaknesses in the application of this technique to the online reading, and the prospects and future developments of the research in this area are analyzed.

The purpose of this study, which is designed in quasi-experimental model, is to examine the effect of the thinking aloud strategy on the reading comprehension skills of the 4th grade primary school students. For this purpose, in the second semester of 2016-2017 academic year, the reading comprehension levels of 26 students in the 4th grade at a primary school located in the central district of Turkey's Bartın province were determined by applying a pre-test. Among the two classes, whose reading comprehension levels were equal, one class was assigned as the experimental and the other as the control group in an objective manner. In the research; Reading Comprehension Test 1, which included questions about the text 'Edison Invents the Light Bulb' developed by Sulak (2014); and the Reading Comprehension Test 2, which included questions about the text 'Everything Started with a Kite' developed by the researcher were used as data collection tools. The data obtained in the study were transferred to the SPSS 18 software pack; and statistical procedures such as arithmetic average, frequency, percentage, standard deviation, Mann Whitney U, Wilcoxon Marked Rank Test were performed on the data, in the direction of the questions in the research. As the result of the research, it was concluded that there was a significant difference between the pre-test and post-test scores, in favor of the post-test scores of the experimental group students who were taught the thinking aloud strategy.

The essence of reading is changing, and is complicated by the need to know how to read hypertexts online. Such texts require a different way of processing the content, which has gained importance with the boom of information on the Internet and with its recognition as an important medium of communication, entertainment, and information. However, if the immense availability information has, as its possible consequence, raised so much the need to read, it harbours within it the potential of turning people away from a focused reading. The reason for this is that the understanding of the online content is the outcome of investment in research, evaluation, construction and reconstruction of the text, as well as a range of other skills that cannot be taken for granted in the actual reader, who is therefore led astray by her lack of knowledge. Indeed, the teaching of these new skills generates serious doubts in terms of opportunities and modes of action, thus forcing to start again a refle...

Evaluating the Information Architecture in an already deployed website is not an easy task. Most evaluation techniques are focused on examining system usability, but this is not the only factor that influences IA. The main technique that deals with IA in already deployed web environments is the Navigation Stress Test (NST). A new methodology makes this technique more informative by taking NST beyond simple notation on paper. This work proposes the use of NST combined with other usability testing techniques such as Thinking Aloud and a ...

Evaluating the Information Architecture in an already deployed website is not an easy task. Most evaluation techniques are focused on examining system usability, but this is not the only factor that influences IA. The main technique that deals with IA in already deployed web environments is the Navigation Stress Test (NST). A new methodology makes this technique more informative by taking NST beyond simple notation on paper. This work proposes the use of NST combined with other usability testing techniques such as Thinking Aloud and a ...