scholarly journals Metacognitive Awareness of Using Reading Strategies by TESOL Postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University

2020 ◽  
Vol 10 (2) ◽  
pp. 157
Author(s):  
Nguyen Thi Thu Thuy
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Mixed Methods Research ◽  
Structured Interview ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Ho Chi Minh City ◽  
Reading Process ◽  
Open University ◽  
Text Content

Metacognitive awareness of reading strategies is significantly important for language learners at all levels, including TESOL postgraduates, as it can help them enhance their reading comprehension ability. However, if there is any one ignored or less frequently used strategy, reading comprehension definitely weakens. This study, therefore, aimed at investigating metacognitive awareness of using reading strategies by the TESOL postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University, Vietnam. The current study adopted features of a mixed-methods research design to collect data in depth and breadth. A sample of eighty-one TESOL postgraduates Intakes 11 and 12 was recruited for the current study. Their awareness and factuality of using metacognitive strategies in reading process was elucidated through two instruments of a thirty-eight-item questionnaire and a five-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that perils of using metacognitive strategies in reading process seemed to outweigh merits of this implementation. In addition, some metacognitive reading strategies were neglected by some TESOL postgraduates, that is, using context clues, guessing the text content, and critically analyzing and evaluating the text information (global group), discussing with others, self-questioning, and paraphrasing (support group). The study was closed by a brief conclusion of key findings.

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 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' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' 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.

Effects of Consciousness Raising of Metacognitive Strategies on EFL Students’ Reading Comprehension

2009 ◽  
Vol 157 ◽  
pp. 75-92 ◽  
Author(s):  
Nasrin Shokrpour
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Explicit Instruction ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Consciousness Raising ◽  
Efl Students ◽  
Metacognitive Awareness Inventory ◽  
Experimental Group

Abstract The view that explicit instruction of metacognitive strategies is important for raising reader consciousness has become prominent recently. This study was an attempt to determine the impacts of instructing metacognitive strategies on readers’ comprehension. Two groups of students majoring in English language at Shiraz University/ Iran were compared using Schraw & Denisson’s (1994) “Metacognitive Awareness Inventory” to find out the participants’ degree of awareness towards metacognitive strategies. After a period of four months of pretest- treatment–posttest design, the results revealed a significant improvement in the experimental group who were trained to use metacognitive strategies consciously in their reading tasks as compared with the control group. The pedagogical implications of the study are also discussed.

scholarly journals Strategies in dealing with the Reading Section of ‘TOEFL Prediction’: a case of Aceh EFL Learners

2020 ◽  
Vol 7 (2) ◽  
pp. 159-171
Author(s):  
Fera Busfina Zalha ◽  
Alfiatunnur Alfiatunnur ◽  
Cut Annisa Triana Kamil
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Structured Interview ◽  
Reading Strategy ◽  
Efl Learners ◽  
Test Taking ◽  
Prediction Test ◽  
Test Taking Strategy ◽  
Banda Aceh

ABSTRACTHighlighting the TOEFL prediction test, this study attempted to explore EFL learners’ strategies in dealing with the reading comprehension section of the TOEFL prediction test, both in reading the texts and tackling the questions. This study employed a qualitative research design as its approach and a semi-structured interview as the instrument to gain the data. Six participants were purposively selected from the English Language Education Department of UIN Ar-Raniry Banda Aceh. They were interviewed concerning their reading strategies in dealing with the questions in the TOEFL Prediction test. The findings revealed five strategies used by the participants in contending with the TOEFL reading section, classified into reading strategy and test-taking strategy. The reading strategies consist of skimming and scanning the passages, using context to understand the meaning of unfamiliar vocabulary, and utilizing background knowledge. Meanwhile, reviewing the questions and prioritizing easier questions are included in the test-taking strategy.  This study proposes further research to investigate the effectiveness of particular strategies in improving EFL students’ performance in facing the reading section.ABSTRAKMengangkat topik tes TOEFL Prediksi, penelitian ini mencoba menyelidiki strategi yang dilakukan oleh mahasiswa-mahasiswi Bahasa Inggris dalam menghadapi bagian Reading Comprehension di tes TOEFL, baik strategi ketika membaca teks maupun ketika menjawab soal-soal yang tersedia. Studi ini menggunakan pendekatan qualitatif dan menggunakan wawancara semi-terstruktur sebagai instrument untuk menghasilkan data. Teknik purposive sampling digunakan dalam memilih enam partisipan untuk studi ini yang keenamnya berasal dari Program Studi Pendidikan Bahasa Inggris UIN Ar-Raniry Banda Aceh. Hasil penelitian ini menunjukkan bahwa ada lima strategi yang digunakan oleh partisipan dalam menyelesaikan TOEFL Reading Section. Kelima strategi tersebut dapat diklasifikasikan kepada reading strategy (strategi membaca) dan test-taking strategy (strategi dalam menghadapi tes). Reading strategies terdiri dari membaca teks dengan menggunakan teknik skimming and scanning, menggunakan konteks untuk dapat memahami makna dari kata-kata yang sukar, dan menggunakan background knowledge (pengetahuan sebelumnya) ketika membaca teks. Sementara mereview pertanyaan dan mengutamakan menjawab pertanyaan-pertanyaan yang lebih mudah termasuk dalam test-taking strategy yang dilakukan oleh partisipan ketika menghadapi tes. Studi ini mendukung penelitian lebih dalam kedepannya terkait keefektifan dari strategi-strategi ini dalam meningkatkan performa mahasiswa-mahasiswi Bahasa Inggris dalam menyelesaikan bagian reading comprehension.

scholarly journals Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh

2018 ◽  
Vol 3 (2) ◽  
pp. 204
Author(s):  
Tasnima Aktar ◽  
Ilias Ahmed
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Secondary Level ◽  
Strategy Use ◽  
Metacognitive Awareness ◽  
Partial Replication ◽  
Efl Learners ◽  
Future Studies ◽  
Effective Strategies

It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.

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 How Can Students Improve Their Reading Comprehension Skill?

2016 ◽  
Vol 6 (2) ◽  
pp. 229 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Process ◽  
Special Focus ◽  
Review Of Literature ◽  
Effective Strategies ◽  
Comprehension Skill ◽  
Effective Reading Strategies ◽  
Theories Of Reading ◽  
Models Of Reading

<p>Reading is an interactive process in which readers construct a meaningful representation of a text using effective reading strategies. Effective reading strategies are considered as significant skills that have received the special focus on students’ reading comprehension proficiency. In this paper, the researchers define the term reading and reading comprehension, explain the types of reading, declare models of reading process, state theories of reading comprehension, review the effective strategies for reading comprehension, and finally mention findings of learners’ reading strategies and their reading comprehension proficiency. The review of literature indicates that reading strategies play a significant role in improving the students’ reading comprehension skill.</p>

scholarly journals Enhancing Comprehension by Effectively Using Reading Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 14
Author(s):  
Preeti Jaiswal
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Quantitative Data ◽  
English Language ◽  
Metacognitive Awareness ◽  
Comprehension Test ◽  
Foundation Program ◽  
Metacognitive Reading Strategies ◽  
University Of Bahrain ◽  
Esl Learners

The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners&rsquo; and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.

scholarly journals Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

2020 ◽  
Vol 16 (1) ◽  
pp. 22
Author(s):  
Nadiah Halim ◽  
Marina Mohd Arif ◽  
Kaarthiyainy Supramaniam
Keyword(s):  
Reading Comprehension ◽  
Peer Tutoring ◽  
Reading Strategies ◽  
English Language ◽  
Structured Interview ◽  
Home School ◽  
Reading Text ◽  
Metacognitive Reading Strategies ◽  
Short Time ◽  
Experimental Group

Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.

scholarly journals The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills

2021 ◽  
Vol 5 (2) ◽  
pp. 231-247
Author(s):  
Kenza TAKARROUCHT
Keyword(s):  
Reading Comprehension ◽  
Test Scores ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Self Assessment ◽  
First Semester ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data.  The quantitative data were test scores collected as part of a pre-experiment. The pre-experiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a self-assessment of reading strategies checklist. The qualitative data were   obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.

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