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.

The Effect of the Continuation Task on the Acquisition of the Chinese Spatial Phrase Structure by L2 Chinese Learners

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Zeng Liyun ◽  
Mao Zhicheng ◽  
Jiang Lin
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Phrase Structure ◽  
Comprehension Task ◽  
Significant Difference ◽  
Chinese Learners ◽  
L2 Chinese

AbstractThis study aims to investigate the effect of the continuation task (CT) on the acquisition of the Chinese spatial phrase structure (SPS) by learners of various L1 backgrounds learning Chinese as a second language (CSL). Two groups of participants were formed: a continuation group and a reading comprehension group. The former was required to continue in Chinese a text with its ending removed, while the latter needed to complete the Q&A questions after reading the same text. The effect of the tasks was measured by examining the CSL learners’ correct use of the Chinese SPS in three aspects — the circum-construction, the use of prepositions and the use of the locative. The study found that the continuation group made significant improvement from the pretest to the posttests while the reading comprehension group did not. Moreover, the continuation group outperformed the reading comprehension group significantly in the posttests, though there was no significant difference between them in the pretest. The results showed that CT can facilitate CSL learners’ acquisition of the Chinese SPS, with a better effect than the reading comprehension task.

scholarly journals An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

2021 ◽  
Vol 14 (8) ◽  
pp. 30
Author(s):  
Omaima Al-Kiyumi ◽  
Fawzia Al Seyabi ◽  
Abdul Hamid Hassan
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Metacognitive Reading Strategies ◽  
Experimental Group

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students’ results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students’ performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners’ reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.

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 Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

scholarly journals Do Oral and Literacy Skills in Native Ghanaian Akan Language Modulate English Reading Comprehension as Second Language? A Study in Selected Basic Schools in Ghana

2016 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stephen Ntim
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Literacy Skills ◽  
Target Language ◽  
School Students ◽  
English Only ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
The Impact

<p>This study investigated oral and literacy skills in native Ghanaian Akan language in mediating English reading comprehension of bilingual basic school students. Levene’s test for homogeneity of variance between groups on questions directly found in text showed variances were significantly different [F=49.070, p=0.00]. Bonferroni Post-hoc test comparing groups on questions requiring making multiple sentence meanings to be able to answer, data indicated a significant difference between mean scores of students who speak both English and Akan and students who speak English Only in favour of students who speak both English and Akan. Also, students who speak Akan Only performed significantly better than students who speak English Only with.no significant difference between mean scores of students who speak Akan Only and students who speak both English and Akan. This suggests the impact of native language in second language reading comprehension is enormous. When bilinguals are reading second language (and in this study English) they are likely to make use of previous knowledge, strategies and processes from the first language through cognitive/psycholinguistic factors as orthographic processing, phonological code and meaning activation among others and by so doing limiting the effect of cognitive load in the target language.</p>

scholarly journals Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

2021 ◽  
Vol 3 (6) ◽  
pp. 42-48
Author(s):  
Nguyen Thi Kim Anh
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Food Industry ◽  
Research Question ◽  
Reading Skill ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Significant Difference ◽  
Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

scholarly journals The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension Of 5th Grade EFL Students in Kuwait

2021 ◽  
Vol 15 (1) ◽  
pp. 79
Author(s):  
Amel AlAdwani ◽  
Anam AlFadley ◽  
Maha AlGasab ◽  
Ahmad F. Alnwaiem
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Second Language Acquisition ◽  
Reading Strategies ◽  
National Curriculum ◽  
Metacognitive Strategies ◽  
School Students ◽  
Foreign Language Learners ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students&#39; metacognitive strategies, metacognitive strategies, and students&#39; reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students&#39; reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.

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