scholarly journals The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach

2015 ◽  
Vol 2 (3) ◽  
pp. 191 ◽  
Author(s):  
Shabnum Iftikhar
2014 ◽  
Vol 2 (3) ◽  
pp. 191-195
Author(s):  
Shabnum Iftikhar

This article “The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach” deals with an in-depth study and implementation of Metacognitive strategies. This study investigates as to what extent the teaching of metacognition is feasible in the classroom and how students could get the maximum from applying metacognitive strategies and styles. This research aims at emphasizing the use of metacognitive strategies as a useful resource to enhance reading comprehension of students. The purpose of the literature review in this study is to more elaborate this topic to get the profound insights into the actual framework of metacognition so that implementations could be made as much as possible. Furthermore, to explore literature review is an authentic source to know as how much research has been conducted so far. It will be identified also that what is missing that needs to be addressed. The themes that would be explored in the review of literature are as following: Theoretical Framework, Motivation and Performance, Metacognitive strategies, Metacognitive instruction; and Empirical evidence of teaching metacognition.


2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.


2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.


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