scholarly journals The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

2020 ◽  
Vol 6 (2) ◽  
pp. 31-43
Author(s):  
Seyed Hesamuddin Aliasin ◽  
Samira Abbasi
Keyword(s):  
Emotional Intelligence ◽  
Reading Strategies ◽  
Interpersonal Skills ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Convenience Sampling ◽  
Intrapersonal Skills ◽  
Metacognitive Reading Strategies ◽  
Age Range ◽  
The Relationship

Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.

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 Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

2019 ◽  
Vol 12 (7) ◽  
pp. 75
Author(s):  
Charinwit Seedanont ◽  
Suphawat Pookcharoen
Keyword(s):  
Reading Strategies ◽  
Standardized Test ◽  
Statistical Significance ◽  
Strategy Instruction ◽  
Reading Performance ◽  
Reading Test ◽  
Future Research ◽  
Efl Learners ◽  
Wide Range ◽  
Metacognitive Reading Strategies

EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one’s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students’ awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.

scholarly journals Applying Metacognitive Strategies in Comprehending English Reading Texts

2019 ◽  
Vol 19 (1) ◽  
pp. 138
Author(s):  
Zulfadli A. Aziz ◽  
Chairina Nasir ◽  
Ramazani Ramazani
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
High Performance ◽  
Metacognitive Strategies ◽  
Support Strategies ◽  
Problem Solving Strategies ◽  
Low Performance ◽  
Metacognitive Reading Strategies ◽  
Global Strategies

Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.

Teaching Efficacy, Interpersonal, Intrapersonal Skills and Teaching Performance in the Tertiary School

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Marie Paz H. Angeles
Keyword(s):  
Interpersonal Skills ◽  
Pearson Correlation ◽  
Item Analysis ◽  
Teaching Efficacy ◽  
Self Report ◽  
Teaching Performance ◽  
Student Sample ◽  
Intrapersonal Skills ◽  
Teaching Learning ◽  
The Relationship

This study investigates the relationship between teachers’ interpersonal skills, teachers’ teaching efficacy, and teaching performance as perceived by the teacher, peers and students. The data on teaching efficacy, teachers’ interpersonal-intrapersonal skills were generated through the different scales which were developed and validated by the researcher. The self-report of teachers on their efficacy was utilized to know more the samples’ perception on teaching and their attitude in the teaching- learning process. The data on teaching performance were generated from the peer and student sample through the teaching performance instrument. Descriptive statistics, item analysis procedure, Pearson correlation coefficient, using the SPSSPC-DOS program were basic tools for data evaluation. T h e following results was derived from the data generated: Teachers’ interpersonal skill is directly related to the teaching efficacy scores. Teachers’ intrapersonal skill is significantly related to the teaching efficacy scores. Keywords - Teaching efficacy, interpersonal skills, intrapersonal skills, teaching performance

The Relationship between Emotional Intelligence and Learning Strategies among Iranian EFL Learners

2016 ◽  
Vol 6 (5) ◽  
pp. 952
Author(s):  
Laleh Taheri ◽  
Esmaeil Jadidi
Keyword(s):  
Emotional Intelligence ◽  
Stress Management ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Efl Learners ◽  
Positive Correlation ◽  
Memory Strategies ◽  
The Relationship ◽  
Personal Skill

The primary objective of this study was to investigate the relationship between Iranian EFL learners' emotional intelligence and their use of learning strategies. In so doing, one hundred English advanced learners of Iran Language Institute (ILI) at Shiraz branch (30 males and 70 females) were selected to participate in this study. The Bar-On (1980) Emotional Quotient Inventory questionnaire (EQ-I), and the Strategy Inventory for language Learning (SILL) (Oxford, 1990) were administered to determine the significance of the relationship between emotional intelligence and learning strategies. The results of correlation showed that there were positive significant relationships between some components of the two variables. The intra personal skill had positive correlations with memory strategies (r=.000, p<.05), cognitive strategies(r=.000, p<.05), metacognitive strategies(r=.006, p<.05), and social strategies(r=.02, p<.05).which showed that learners with intra personal skill use different learning strategies. There were also a positive correlation between social strategies with adaptability (r=.009, p<.05), and stress management (r=.004, p<.05). A positive correlation was also seen between memory strategies and stress management (r=.04, p<.05). The results of this study clearly depicts that among the emotional intelligence variables, intra personal skill got the highest relationship with components of learning strategies. This study has some pedagogical implications for researchers, teachers, policy makers, and educators.

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