The Relationship between Metacognitive Awareness and Receptive Skills of University Students

The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover, participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory (MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding shows there is a significant influence of metacognitive awareness on receptive skills. However, there is the only significant influence of metacognitive awareness on reading skills. In contrast, there is no significant influence of metacognitive awareness on listening skills. Most of the students are categorized at a high level of metacognitive awareness in listening and reading. However, they have relatively poor scores in the D and E categories for both listening and reading comprehension tests. The only skill which has a significant influence on metacognitive awareness is reading skills. Therefore, the findings show that there is no significant influence of metacognitive awareness on listening skills. However, there is a significant influence of metacognitive awareness on reading skills. Further research needs to be conducted to reveal the different influences between reading and listening skills related to metacognitive awareness, as found in the research.

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Comprehending Text and Comprehension Tests

South African Journal of Psychology ◽

10.1177/008124638301300306 ◽

1983 ◽

Vol 13 (3) ◽

pp. 94-104 ◽

Cited By ~ 2

Author(s):

Estelle A. Doctor

Keyword(s):

Reading Comprehension ◽

Special Functions ◽

Reading Test ◽

Reading Tests ◽

Comprehension Test ◽

Different Types ◽

The Relationship ◽

Lexical Phonology ◽

Comprehension Tests

Four different categories of reading tests are discussed with special attention to their relevance for reading comprehension. Diagnostic and phonic tests serve special functions, but pronunciation, or word tests are often assumed to be measures of comprehension. A detailed critique of one of these, the Schonell Graded Reading Test (R1) is presented and some explanations are suggested for the type of error usually made on this type of test. Several different types of comprehension tests exist, and these are discussed. A different comprehension test which distinguishes between the ability to comprehend material presented aurally and the ability to comprehend the same material in its printed form is presented. The relationship between pre- and post-lexical phonology is also discussed in relation to reading tests.

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Reading Attitude and Its Influence on Students’ Reading Comprehension

Edukasi: Jurnal Pendidikan dan Pengajaran ◽

10.19109/ejpp.v6i1.2935 ◽

2019 ◽

Vol 6 (1) ◽

pp. 193-204

Author(s):

Semi Sukarni

Keyword(s):

Reading Comprehension ◽

Significant Influence ◽

Reading Skills ◽

English Education ◽

Reading Test ◽

Reading Attitude ◽

Attitude Questionnaire ◽

Scale Type ◽

The Mean ◽

R Value

This paper investigated the level of the students’ reading attitude and examined its influence on their reading comprehension in undergradute program of English Education Muhammadiyah Purworejo University. Sixty two students participated in the study. Two types of instruments were used to collect the data, namely reading attitude questionnaire and reading test. The questionnaire is in Likert-scale type with five responses in term of agreement with the score starts from 5 – 1. The reading test consists of 40 of multiple-choice type items assessing the students reading skills. Descriptive and inferensial statistics were used to analyze the data, including testing the linearity as the assumption of one set data. For doing the analyses, SPSS version 22 was used. The finding showed that the students’ reading attitude was high as the mean was 78.66 while, the reading comprehension is sufficient as the mean was 64.02. Reading attitude had significant correlation toward reading comprehension as the r-value was 0.568. In addition, reading attitude had positive and significant influence on students’ reading comprehension as the R-square= 0.322 with sig. 0.000. Reading attitude influenced reading comprehension as much as 32.2%, while 67.8% was influenced by other factors.

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La dramatización como recurso en la enseñanza de la Lengua castellana y su literatura | The drama as a resource in the teaching of Spanish language and its literature

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v12i23.2113 ◽

2018 ◽

Vol 11 (23) ◽

pp. 87

Author(s):

Estefanía Nieto Espinosa

Keyword(s):

Ad Hoc ◽

Education Students ◽

School Students ◽

Teaching Resource ◽

Ex Post ◽

Language And Literature ◽

Ex Post Facto ◽

Level Of Knowledge ◽

High Level ◽

The Relationship

En nuestros días, la existencia de recursos sobre dramatización como herramienta educativa es escasa. De este modo, el presente trabajo permite identificar el grado de conocimiento sobre el concepto de dramatización en el alumnado de Educación Secundaria, además de la relación teatro-vida cotidiana y la percepción que tiene este alumnado acerca del uso de la dramatización como recurso didáctico en el área de Lengua y Literatura. Para ello, se ha llevado a cabo un estudio ex post-facto de carácter transversal mediante un cuestionario ad-hoc de 21 ítems, sobre una muestra de 88 alumnos de Educación Secundaria Obligatoria. A la luz de los resultados obtenidos, hemos observado que los discentes tienen un alto grado de conocimiento en cuanto al concepto de dramatización, así como también una elevada percepción de esta como recurso didáctico en el aula. Sin embargo, la vinculación de las actividades dramáticas con la vida diaria del alumnado es bastante deficiente. Por tanto, promover la realización de este tipo de actividades en el aula favorecería la participación en ellas. ABSTRACT:At present, there are not many resources that would help us to use drama as an educational tool. Thus, this paper examines how aware secondary school students are of the drama concept, the relationship between theatre and everyday life as well as the perception of the use of drama as a teaching resource in the area of language and literature. With this purpose some research has been carried out. The procedure includes an ex post-facto transverse character test through a questionnaire ad-hoc consisting of 21 items. 88 compulsory secondary education students have participated in the survey. In the results, we have observed that the learners have a high level of knowledge regarding the concept of drama, as well as a high perception of this as a teaching resource in the classroom. However, the link of dramatic activities with the daily life of students seems quite poor. As a conclusion, motivating the practice of this type of activities in class would encourage them to take part in these types of activities.

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How does gender impact the relationship between reading fluency and reading comprehension?Akıcı okuma ve okuduğunu anlama arasındaki ilişkilerde cinsiyet nasıl bir rol oynamaktadır?

Journal of Human Sciences ◽

10.14687/jhs.v15i2.4784 ◽

2018 ◽

Vol 15 (2) ◽

pp. 931

Author(s):

Dudu Kaya ◽

Kasım Yıldırım

Keyword(s):

Reading Comprehension ◽

Reading Fluency ◽

Full Text ◽

Expository Text ◽

English Summary ◽

Narrative Text ◽

Research Findings ◽

Gender Impacts ◽

The Relationship ◽

Comprehension Tests

This research aimed to explore how gender impacts the relationship between reading fluency and reading comprehension. The research sample conssits of a tatol of 100 seventh gaders. In order to assess the students’ reading comprehension and reading fluency levels, an expository and a narrative text were used. For the implemetantons, each student was asked to read orally the expository text and anwered the comprehension questions related to texts. The same procedure was used for the narrative teaxt reading. The comprehension tests were the researcher-develped. The recorded oral readings were scored according to reading fluency components including word recognition automaticity and prosody by the researchers. In the comprehension tests were focues on deep and literal comprehension levels of the students. The research findings indicated that there were statistically significant relations between reading comprehension and reading fluency. However, the gender of the students did not affect the significant differences between reading fleuncy and reading comprehension. Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada öğrencilerin akıcı okuma ve okuduğunu anlama düzeyleri arasındaki ilişkilerin cinsiyete göre değişip değişmediği incelenmiştir. Araştırmanın çalışma grubunu Denizli il merkezindeki farklı okullarda öğrenim göre 7. sınıflardaki 100 öğrenci oluşturmaktadır. Öğrencilerin akıcı okuma ve okuduğunu anlamalarının belirlenmesinde sınıf seviyelerine uygun hikâye edici ve bilgi verici metinler kullanılmıştır. Uygulamalarda her öğrenciye önce hikâye edici metin sesli olarak okutulmuş ve kaydedilmiş sonra metinle ilgili sorular verilerek cevaplaması istenmiştir. Aynı işlemler aynı öğrenciler ile bilgi verici metin üzerinde de gerçekleştirilmiştir. Okuduğunu anlamayı basit ve derinlemesine anlama boyutlarında ölçen sorulardan oluşan test araştırmacılar tarafından geliştirilmiştir. Kaydedilen sesli okumalar akıcı okuma bileşenlerine göre analiz edilerek puanlama yapılmıştır. Puanlamada okuma hızı ve prozodik okuma olmak üzere üç farklı bileşen değerlendirilmiştir. Okuduğunu anlama testi basit anlama ve derinlemesine anlama puanı olarak puanlanmıştır. Yapılan analizlerden elde edilen bulgulara göre hem kız hem erkek öğrencilerde akıcı okuma ile okuduğunu anlama arasında anlamlı ve olumlu ilişkiler bulunmaktadır. Ancak bu ilişki cinsiyet bağlamında farklılık göstermemektedir. Elde edilen bu sonuçlar ilgili bilimsel literatür bağlamında tartışılmış ve gerekli önerilerde bulunulmuştur.

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The Relationship Between EFL Students’ Word-Knowledge in a Text and Their Reading Comprehension as Demonstrated by Saudi University Students

Journal of Education and Learning ◽

10.5539/jel.v7n4p236 ◽

2018 ◽

Vol 7 (4) ◽

pp. 236

Author(s):

Farooq AlTameemy ◽

Amer Daradkeh ◽

Abdulhameed Alhamod

Keyword(s):

Reading Comprehension ◽

Word Meaning ◽

Vocabulary Knowledge ◽

Male Students ◽

Placement Test ◽

Word Knowledge ◽

First Semester ◽

Preparatory Year ◽

The Relationship ◽

Very High

This study reports the outcomes of research investigating the relationship between two variables; percentage of word knowledge in an academic English text and reading comprehension scores the participants got for the same text. The study was conducted at Prince Sattam Bin Abdulaziz University, Preparatory Year Deanship, during the first semester of 2017-2018. Seventy-one Saudi male students participated in the study. They came from four groups of students selected from the Preparatory Year population to represent four various levels of English (Groups one, seven, fourteen and seventeen) based on their achievement in the placement test. Data was collected using two instruments: two word—meaning association test-lists and a reading comprehension test. The results showed that there is a statistically significant correlation (r=.702) between percentage of known words and reading comprehension in general i.e., for all the participants. The effect of word knowledge on reading comprehension was very high R square =.49. However, results for the groups separately showed that correlation was positive but not statistically significant for the higher levels i.e., groups one and seven. Also, there was a low effect of word knowledge on comprehension. For the lower levels i.e., groups 14 and 17, the correlation was positive and statistically significant. Results also showed a very high effect of vocabulary knowledge on reading comprehension.Based on the results and analysis of the study, the researchers provided recommendations that will help improve reading curriculum selection and English teaching practices, and suggestions for deeper research into the topic that will include female students and other related concepts.

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The Relationship between Multiple Intelligences and Performance of EFL Students in Different Forms of Reading Comprehension Tests

Theory and Practice in Language Studies ◽

10.17507/tpls.0610.06 ◽

2016 ◽

Vol 6 (10) ◽

pp. 1929 ◽

Cited By ~ 1

Author(s):

Saeed Zahedi ◽

Elham Mottaghi Moghaddam

Keyword(s):

Reading Comprehension ◽

Multiple Intelligences ◽

Multiple Choice ◽

Choice Test ◽

Regression Equations ◽

Efl Students ◽

The Relationship ◽

Comprehension Tests ◽

Cloze Test ◽

Reading Comprehension Tests

The major aim of this study was to investigate the relationship between Multiple Intelligences (MI) scores and the performance of Iranian EFL students on different forms of reading comprehension tests. To this aim, 90 learners of English from Parax Institute of Science and Technology (Mashhad Branch) were selected. They were asked to complete MIDAS multiple intelligences questionnaire and a reading test, which included two tests formats (multiple-choice and cloze test). The result of the correlational study indicated that the total MI score correlated positively with performance on multiple-choice and cloze test. Out of its 8 sub-intelligences linguistic, intrapersonal, spatial, and mathematical intelligence correlated positively with multiple-choice test of reading. Performance on cloze test correlated positively with linguistic, spatial, and mathematical intelligence. The results of regression equations also showed that MI scores predict both the performance on multiple-choice and cloze test. Out of its sub-intelligences, linguistic intelligence and musical intelligence predict performance on multiple-choice questions and linguistic intelligence predicts performance on cloze test.

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Performance in receptive vocabulary and reading comprehension tests in elementary education students

Psicologia - Teoria e Prática ◽

10.5935/1980-6906/psicologia.v21n2p277-293 ◽

2019 ◽

Vol 21 (2) ◽

Author(s):

Cláudia Silva ◽

Franciany B. Pereira

Keyword(s):

Reading Comprehension ◽

Elementary Education ◽

Receptive Vocabulary ◽

Education Students ◽

Elementary Education Students ◽

Comprehension Tests ◽

Reading Comprehension Tests

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Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills

The Journal of Educational Research ◽

10.1080/00220671.2021.1872474 ◽

2021 ◽

pp. 1-40

Author(s):

Heleen Bourdeaud’hui ◽

Koen Aesaert ◽

Johan van Braak

Keyword(s):

Metacognitive Awareness ◽

Listening Skills ◽

The Relationship

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KEMAMPUAN MEMBUKTIKAN MAHASISWA CALON GURU MATEMATIKA

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v9i1.7236 ◽

2020 ◽

Vol 9 (1) ◽

pp. 51

Author(s):

Diena Frentika ◽

Sugiman Sugiman ◽

Heru Tri Novi Rizki

Keyword(s):

Mathematics Education ◽

Significant Influence ◽

Reading Skills ◽

Mathematical Proof ◽

Education Students ◽

Ex Post ◽

Education Study ◽

Study Programs ◽

Ex Post Facto ◽

Academic Year

Abstrak:Penelitian ini bertujuan untuk menjelaskan pengaruh akreditasi prodi terhadap kemampuan mahasiswa pendidikan matematika dalam membaca, mengklasifikasikan, dan mengkonstruksi bukti matematis. Penelitian ini merupaan penelitian ex post facto dengan pendekatan kuantitatif. Populasi penelitian ini adalah mahasiswa pendidikan matematika di Yogyakarta tahun ajaran 2016/2017 yang menempuh masa studi 3 tahun pertama. Sampel penelitian ini yaitu 386 mahasiswa dengan kategori akreditasi prodi A dan B. Instrumen penelitian ini terdiri dari tes kemampuan membaca, mengklasifikasi, dan mengkonstruksi bukti matematis. Hasil penelitian menunjukkan bahwa faktor akreditasi memberikan perbedaan yang signifikan pada mahasiswa prodi terakreditasi A dan B dalam membaca, mengklasifikasi, dan mengkonstruksi bukti matematis. Kemampuan membaca, mengklasifikasi, dan mengkonstruksi bukti matematis mahasiswa berbanding lurus dengan akreditasi prodi. Dengan demikian semakin baik akreditasi prodi pendidikan matematika maka semakin baik pula kemampuan mahasiswanya dalam membaca, mengklasifikasi, dan mengkonstruksi bukti matematis. Kata Kunci:Akreditasi, Bukti Matematika, Membaca, Mengklasifikasi, Mengkonstruksi Abstract:This study aims to explain the effect of study programs accreditation on mathematics education students ability in reading, classifying, and constructing mathematical proof. This study was ex post facto with quantitative approach. The study populations was students mathematics education students at Yogyakarta in the academic year 2016/2017 who studying in the first 3 years. The research samples included 386 students with study programs accreditation categories A and B. This research instruments consist of reading skills tesr, classifying skills test, and constructing skills test of mathematical proof. The results showed that accreditation of study programs have a significant influence in study programs students of A and B accreditations. The skills of reading, classifying, and constructing mathematical proof was directly proportional to the accreditation of study programs. Therefore, the better accreditation of mathematics education study programs can make the better students skills in reading, classifying, and constructing mathematical proof. Keywords:Accreditation, Mathematics Proof, Reading, Classifying, Constructing

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