Aprimorando a compreensão da leitura: examinando as crenças dos professores de ile sauditas e a implementação de estratégias metacógicas

Abdulaziz Althewini

doi:10.22633/rpge.v29iesp1.20473

Autores

Abdulaziz Althewini Universidade Rei Saud bin Abdulaziz https://orcid.org/0000-0002-5854-8090

DOI:

https://doi.org/10.22633/rpge.v29iesp1.20473

Palavras-chave:

Estratégias de leitura metacognitivas, Instrução de inglês como língua estrangeira, Crenças do professor, Compreensão de leitura, Desenvolvimento profissional

Resumo

Este estudo analisa as crenças e práticas de professores sauditas de inglês como língua estrangeira (ILE) sobre estratégias metacognitivas de leitura e seus efeitos percebidos na compreensão leitora dos alunos. Com abordagem quantitativa e uso de questionários, foram coletados dados de docentes de diversas instituições para avaliar o conhecimento teórico, a aplicação em sala de aula e as barreiras à implementação. Os resultados mostram que, embora os professores demonstrem sólida consciência teórica, a prática é limitada por restrições institucionais, falta de formação continuada e currículos rígidos. Os docentes apontaram a necessidade de desenvolvimento profissional direcionado e de currículos mais flexíveis para integrar de forma eficaz as estratégias metacognitivas. Superar essas lacunas com capacitação estruturada e reformas curriculares pode aprimorar a proficiência leitora, o pensamento crítico e o desempenho acadêmico dos alunos, alinhando a educação saudita aos padrões internacionais.

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Biografia do Autor

Abdulaziz Althewini, Universidade Rei Saud bin Abdulaziz

Universidade Rei Saud bin Abdulaziz para Ciências da Saúde, Centro Internacional de Pesquisa Médica Rei Abdullah e Ministério da Guarda Nacional – Assuntos de Saúde, Arábia Saudita. Professor Associado.

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