scholarly journals Cognitive Reading Strategies Employed by Form Three Malaysian English as Second Language (ESL) Students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Jessica Abisheganathan Jeevaratnam ◽  
Mahani Stapa
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Descriptive Analysis ◽  
Cognitive Strategies ◽  
Esl Students ◽  
English As Second Language ◽  
Frequent Use ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Analyse Data

Previous studies reported that many low proficiency students have poor comprehension skills. Therefore, this research aims to study the cognitive reading strategies employed by ESL (English as Second Language) students and suggest appropriate cognitive strategies to be utilized by low proficiency students. This research was carried out in one of the secondary schools in Pasir Gudang, Johor. The purposive sample for this study consists of 60 Form 3 students (30 low proficiency and 30 high proficiency). Explanatory sequential mixed method design was used to carry out this research. The data collected via questionnaire, observation and interview for this research is analysed quantitatively and qualitatively. Descriptive analysis was used to analyse data gained from questionnaire and observation whereas for the interview data, extracts from the interviews were used to corroborate the findings. The findings reveal that the most common cognitive reading strategies employed by both group of students are skimming and translation. This research further highlights the most significant difference in reading strategies between both groups of students, which is, the high proficiency group outperformed the low proficiency group in overall strategy use, demonstrating the most frequent use of the strategies. Most prominently, in this research, the reading strategies that are deemed appropriate for the low proficiency students are highlighted. These strategies include four cognitive strategies; guessing, elaboration, summarizing and prediction.

scholarly journals EXPLORING METACOGNITIVE READING STRATEGIES USED BY LOW AND HIGH PROFICIENCY FORM THREE ESL STUDENTS

2022 ◽  
Vol 7 (1) ◽  
pp. 335-365
Author(s):  
Jessica Abisheganathan Jeevaratnam ◽  
Mahani Stapa
Keyword(s):  
Mixed Method ◽  
Reading Strategies ◽  
Esl Students ◽  
English As Second Language ◽  
Purposive Sampling ◽  
Self Evaluation ◽  
Extra Effort ◽  
Significant Difference ◽  
Mixed Method Design ◽  
Metacognitive Reading Strategies

Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students.   Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group.   Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring.   Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. Keywords: Low proficiency students, high proficiency students, purposive sampling, metacognitive reading strategies, explanatory sequential mixed method design.   Cite as: Jeevaratnam, J. A., & Stapa, M. (2022). Exploring metacognitive reading strategies used by low and high proficiency form three ESL students. Journal of Nusantara Studies, 7(1), 335-365. http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365

The effect of degrees of bilingualism on metacognitive linguistic skills

2018 ◽  
Vol 23 (5) ◽  
pp. 1064-1086
Author(s):  
Salim Abu Rabia
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Positive Impact ◽  
Research Question ◽  
Significant Variable ◽  
Comprehension Task ◽  
Significant Difference ◽  
Linguistic Skills ◽  
Metacognitive Reading Strategies

Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study examined three domains of metacognitive reading process (planning, monitoring and evaluating), as well as the overall use of metacognitive reading strategies. Four groups of participants (30 seventh grade students in each group) completed a Metacognitive Reading Strategies Questionnaire, aimed at measuring their metacognitive awareness in each domain after fulfilling a reading comprehension task in English. Data analysis: A multivariate analysis of variance (MANOVA) was used in order to test the differences within groups and between groups. Findings and conclusions: Level of metacognitive reading awareness was affected by the degree of bilingualism. There was a positive influence of balanced (reading and writing skills in the second language) and imbalanced (oral skills in the second language) degrees of bilingualism on metacognitive linguistic abilities. A balanced degree of bilingualism exerted the greatest influence on most of the metacognitive reading domains (planning, monitoring and the total use of metacognitive strategies). Significance: A significant advantage of balanced bilinguals over all other groups was revealed. Level of metacognitive reading awareness was affected by the degree of bilingualism. Thus, bilingual education should be taken seriously due to its positive effect on all aspects of thinking and learning. Results provided additional support to the notion that bilingualism had a positive impact on the metacognitive linguistic skills. Moreover, the balance between the languages appeared to be a significant variable. Thus, balanced bilinguals, who possessed the highest competence in the second language, showed the best performance in the domains of planning, monitoring and overall use of metacognitive reading strategies. Limited bilinguals, on the contrary, demonstrated the lowest scores in the mentioned domains. The findings also revealed the absence of any considerable difference between the groups in the domain of evaluating.

Assessing Business Communication Assignments of English-as-Second-Language Students

2002 ◽  
Vol 65 (2) ◽  
pp. 30-42
Author(s):  
Stephen D. Lewis ◽  
Linda G. McGrew ◽  
C. Nathan Adams
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Geographic Location ◽  
Teaching Experience ◽  
Nationwide Survey ◽  
Business Communication ◽  
Written Communication ◽  
Esl Students ◽  
English As Second Language ◽  
The Us

As the US population becomes more diverse, the enrollment of English-as-Second- Language (ESL) students in colleges and universities continues to expand. This diversity may sometimes lead to problems for business communication teachers who must assess the written communication skills of students who may not be fluent in English. To address these problems, we conducted a nationwide survey of business communication teachers, soliciting input on how ESL students' written communication skills were assessed. Respondents were asked to identify areas where their assessments of ESL students might differ from their assessments of stu dents whose first language was English. Comparisons were made based upon teachers' gender, age, number of years of teaching experience, and geographic location where they teach. Although some grading leniency was shown toward ESL students in specific areas, generally the respondents indicated that they do not assess business communication assignments any differently based upon the stu dents' primary language usage.

The tangled web

2005 ◽  
Vol 15 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Wendy Sutherland-Smith
Keyword(s):  
Academic Writing ◽  
Legal Theory ◽  
The Internet ◽  
First Year ◽  
Esl Students ◽  
Structured Interviews ◽  
Esl Teachers ◽  
English As Second Language ◽  
Free Zone ◽  
Significant Difference

This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.

scholarly journals Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Joel M. Magogwe
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Reading Proficiency ◽  
Structured Interview ◽  
Metacognitive Awareness ◽  
English As Second Language ◽  
Academic Reading ◽  
University Of Botswana ◽  
Metacognitive Reading Strategies ◽  
The University

This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1) What are the self-reported reading proficiencies of the University of Botswana students? (2) Are the University of Botswana students aware of their metacognitive reading strategies? (3) What kind of metacognitive reading strategies are frequently used? (4) Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS) developed by Mokhtari and Sheorey (2002), and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL) students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

scholarly journals Undergraduates’ Speaking Anxiety in English as Second Language (ESL) Classrooms

2020 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Kimberley Lau Yih Long ◽  
Yeo Jiin Yih ◽  
Sandra Sim Phek Lin
Keyword(s):  
Second Language ◽  
Anxiety Level ◽  
Negative Evaluation ◽  
Test Analysis ◽  
English As Second Language ◽  
Speaking Anxiety ◽  
Institutions Of Higher Learning ◽  
Significant Difference ◽  
Class Anxiety ◽  
Area Of Concern

Many students exhibit fear of speaking in English in the English as Second Language (ESL) classrooms. Additionally, there are limited studies in this area of concern among the undergraduates in Sarawak. Hence, this study aimed to identify the students‟ anxiety level towards speaking English based on four components, namely communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in the classrooms. This study also examined whether there is any significant difference in the level of anxiety in terms of gender. A total of 592 undergraduates from two public institutions of higher learning in Sarawakwere involved in this study. A Public Speaking Class Anxiety Scale (PSCAS) by Yaikhong and Usaha (2012) was adopted in this study to measure anxiety in the ESL speaking classes. The results gathered through the questionnaires were analysed using SPSS package to determine the students‟ speaking anxiety levels and the significant difference in the level of anxiety in speaking English in terms of gender. The findings revealed that undergraduates experienced an average level of speaking anxiety. T-test analysis of the findings in the study also portrayed that generally the female undergraduates experienced higher speaking anxiety as compared to the male undergraduates in all the four factors of ESL speaking anxiety. Among the four factors of speaking anxiety, only the factor of 'comfort in using English' in the classrooms showed a statistically significant difference between male and female undergraduates. Findings of this study would be significant as knowing the level of anxiety among the undergraduates in ESL classrooms will provide the basis for educators to plan better strategies or techniques to help students in overcoming their English speaking anxiety and to improve their oral English proficiency. It will also help students to be aware of their own speaking anxiety level so that they can seek for measures to overcome their speaking anxiety.

scholarly journals An Exploration of EFL Students' Use of Online English Reading Strategies at University Level

2019 ◽  
pp. 1253-1257
Author(s):  
Kate Tzu-Ching Chen
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Survey Method ◽  
Significance Level ◽  
English As Foreign Language ◽  
English Reading ◽  
Study Results ◽  
Significant Difference

The purpose of this survey method study was to explore English as Foreign Language (EFL) learners’ online English reading strategies using Taiwanese university students as examples. The relationships between online English reading strategy and individual students’ characteristics were also examined. Data was obtained through a self-developed questionnaire with a cluster sample of 537 students from 11 universities. The collected data was then analyzed using descriptive analysis, t-test, and one way ANOVA in SPSS v.23, with the significance level set at .05. The results indicated that the participated students used online English reading strategies in a medium level. No significant difference was found in students’ uses of these strategies in genders and years of English learning experience, but in grade level and perceived reading ability. This study results provided information that completes the literature and implications for practice and directions for further research.

scholarly journals Investigating EFL Learners’ Awareness of Cognitive and Metacognitive Reading Strategies of Students in Different Disciplines

2020 ◽  
Author(s):  
Ruhina Mustajab Ahmed
Keyword(s):  
Reading Strategies ◽  
Descriptive Analysis ◽  
Cognitive Strategies ◽  
Education Institution ◽  
Self Report ◽  
First Year ◽  
Efl Learners ◽  
Support Strategies ◽  
Efl Students ◽  
Metacognitive Reading Strategies

This research explores the awareness and use of cognitive and metacognitive reading strategies of Omani EFL (English as a Foreign Language) students studying different disciplines. The participants were three hundred and seventy-five Omani EFL first year diploma students studying biology, business, information technology, engineering, and English in a higher education institution in Oman. The study compared and contrasted strategy use across disciplines and examined the relationships among strategy preferences and discipline. Survey of Reading Strategies (SORS), a self-report questionnaire by Mokhtari and Sheorey (2002) was used to collect data. Statistical and descriptive analysis indicates that Omani EFL learner's most preferred category of reading strategies was cognitive strategies, followed by support strategies and metacognitive strategies. One-way ANOVA (analysis of variance) revealed no significant differences between students of the disciplines mentioned above in terms of strategy preferences for metacognitive, cognitive, and support strategies. The findings provide insight for curriculum developers and teachers towards the strategy preferences of Omani EFL students

scholarly journals Reading strategies used by Grade 9 English Second Language learners in a selected school

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Madoda Cekiso ◽  
Nophawu Madikiza
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Use ◽  
Wide Range ◽  
Significant Difference ◽  
English Second Language ◽  
Esl Learners

Knowledge of the reading strategies used by English Second Language learners can help teachers to plan appropriate lessons and apply relevant methods of teaching reading in order to enhance learners’ reading comprehension. The main objective of this study was to investigate the reading strategies used by Grade 9 English Second Language (ESL) learners and also to establish if there was any significant difference between perceived strategy use and gender. The respondents (192) were all ESL learners in Grade 9 in 2011 in a selected school. The study employed a quantitative research method. The study used convenience sampling on a group of 192 Grade 9 learners. The data collected through questionnaires was analysed by means of the Statistical Package for Social Sciences (SPSS) software. The findings revealed that the learners did not employ a wide range of reading strategies. The results further indicated that there was no significant difference between boys and girls in terms of strategy use. Based on the above findings several suggestions were made to help teachers improve their teaching and help learners improve their reading comprehension and also about possible areas for future research.

scholarly journals Applied Linguistics in Context of English Studies in Nigeria Higher Institutions

2016 ◽  
Vol 4 (4) ◽  
pp. 547-553
Author(s):  
Ijadimine Olamide
Keyword(s):  
Second Language ◽  
Applied Linguistics ◽  
English Studies ◽  
Esl Students ◽  
English As Second Language ◽  
Tertiary Institutions ◽  
The Subject ◽  
Higher Institutions ◽  
English Students ◽  
Academic Debate

Applied Linguistics is a field of interest to scholars because it depends on insights in other fields such as philosophy and psychology in the teaching of language. Hence, this paper considers a review of Applied Linguistics as an important course of study for English students in Nigeria Tertiary Institutions by considering the context of English as a Second Language(ESL) as an important factor that should guide Applied Linguistics as a course for the students. In addition, questionnaires were administered to students studying English to further shed light on the subject matter. Furthermore, it  provides added contribution to academic debate that borders on Applied Linguistics by recommending practicaldemonstration of theories of language and communication for the training of English as Second Language(ESL) students in Nigeria.

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