scholarly journals Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates

2021 ◽  
Vol 12 (1) ◽  
pp. 90-112
Author(s):  
Hieu Manh Do ◽  
Huong Le Thu Phan
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
Quantitative Research ◽  
Online Survey ◽  
Metacognitive Awareness ◽  
Poor Reading ◽  
Academic Texts ◽  
Good Medium

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.

scholarly journals Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates

2021 ◽  
Author(s):  
Hieu Manh ◽  
Huong Le Thu Phan
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
Quantitative Research ◽  
Online Survey ◽  
Metacognitive Awareness ◽  
Poor Reading ◽  
Academic Texts ◽  
Good Medium

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.

scholarly journals Comparing first and second language reading: the use of metacognitive strategies among Norwegian students

2018 ◽  
Vol 12 (2) ◽  
pp. 4 ◽  
Author(s):  
Nicole Louise Busby
Keyword(s):  
Second Language ◽  
University Students ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
Second Language Reading ◽  
L2 Reading ◽  
High Expectations ◽  
Academic Reading ◽  
Academic Texts ◽  
L1 And L2

Metacognitive awareness is one of the key predictors of successful reading, in particular for second language and academic reading. This article presents a study that investigated Norwegian university students’ metacognitive awareness when reading academic texts in Norwegian (L1) and English (L2). 316 students answered a questionnaire which included a 30-item survey of reading strategies and self-ratings of reading proficiency in both languages. The analysis reveals a surprisingly similar awareness of reading strategies in L1 and L2. The main differences found were in the use of two specific reading strategies: reading more slowly and using resources such as dictionaries. Despite overall similarities in the approach to L1 and L2 reading, participants rated their own proficiency as much higher in L1 reading than L2. Regression models show significant associations between self-ratings of proficiency and the number and type of reading strategies reported, particularly in the L2, demonstrating that there is an important connection between these. Research on other populations has shown a much higher use of reading strategies in L2. However, the similarity in approaches to L1 and L2 reading among the university students in this study may reflect a higher level of L2 proficiency among these students, as well as high expectations of proficiency, meaning they do not feel a need to use reading strategies for decoding L2 text. Instead, these students may benefit from additional training in the use of higher level reading strategies to improve their comprehension of L2 academic texts.Keywords: metacognitive awareness, academic reading, L2 reading, English as a second language, reading strategiesSammenligning av første- og andrespråkslesing: bruk av metakognitive strategier blant norske universitetsstudenterSammendragMetakognitiv bevissthet er avgjørende for gode leseferdigheter, spesielt når det gjelder leseferdigheter i andrespråk og akademisk lesing. Denne artikkelen presenterer sentrale funn fra en studie som undersøkte norske universitetsstudenters metakognitive bevissthet ved lesing av akademiske tekster på norsk (L1) og engelsk (L2). 316 studenter ble bedt om å fylle ut et spørre-skjema med 30 spørsmål om lesestrategier, samt å vurdere egne leseferdigheter i begge språk. Deltakerne viser en overraskende lik bevissthet omkring bruken av lesestrategier i L1 og L2. De største forskjellene som ble funnet, angår bruken av to spesifikke lesestrategier: det å lese sakte og det å bruke ressurser som ordbøker. Til tross for generelle likheter i studentenes tilnærming til lesing i L1 og L2, vurderer deltakerne sine egne leseferdigheter som mye bedre i L1 enn i L2. Regresjonsmodeller viser signifikante sammenhenger mellom egenvurderingen av leseferdigheter og antall og type rapporterte lesestrategier, særlig i L2, noe som viser at det er en viktig relasjon mellom disse. Forskning på andre populasjoner har vist en mye høyere bruk av lesestrategier i L2. Likheten i tilnærminger til L1- og L2-lesing blant universitetsstudenter i denne studien kan indikere et høyere nivå av L2-leseferdighet blant disse studentene, samt høye forventede ferdigheter, noe som betyr at de ikke føler behov for å bruke lesestrategier for å dekode L2-tekst. I stedet kan disse studentene dra nytte av opplæring i bruk av lesestrategier på mer overordnet nivå for å forbedre forståelsen av L2 akademiske tekster.Nøkkelord: metakognitiv bevissthet, akademisk lesing, andrespråkslesing, engelsk som andrespråk, lesestrategier

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.

scholarly journals Γνωστική και μεταγνωστική επίδοση των παιδιών κατά την προσχολική και πρώτη σχολική ηλικία: Ρυθμός ανάπτυξης και ατομικές διαφορές

2020 ◽  
Vol 24 (1) ◽  
pp. 157
Author(s):  
Ελευθερία Ντούση ◽  
Ελευθερία Ν. Γωνίδα ◽  
Γρηγόρης Κιοσέογλου
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Learning Difficulties ◽  
Metacognitive Awareness ◽  
Greek Language ◽  
Factorial Structure ◽  
Greek Version ◽  
Good Internal Consistency ◽  
Problem Solving Strategies ◽  
Metacognitive Reading Strategies

The paper presents the adaptation of the Metacognitive Awareness of ReadingStrategies Inventory (MARSI) in the Greek language. MARSI was designed toevaluate the metacognitive awareness and the perceived use of school andacademic content reading strategies by students. The tool measures three subscales: General strategies, problem-solving strategies, and support reading strategies. The present study examined the factorial structure and the psychometric properties of the Greek version of MARSI revealing good internal consistency and testretest reliability. The use of MARSI showed that the Greek students with and without learning difficulties use metacognitive reading strategies, but they score low in support reading strategies.

scholarly journals How Are Entrepreneurial Intentions Affected by Emotional Intelligence and Creativity?

2019 ◽  
Vol 27 (1) ◽  
pp. 59-65 ◽  
Author(s):  
Fatih Yıldırım ◽  
Inci Yılmazlı Trout ◽  
Stephanie Hartzell
Keyword(s):  
Emotional Intelligence ◽  
Graduate Students ◽  
Problem Solving ◽  
Structural Equation ◽  
Quantitative Research ◽  
Online Survey ◽  
Developed Countries ◽  
Entrepreneurial Intentions ◽  
Self Awareness ◽  
Problem Solving Skills

Entrepreneurship is important for developed countries to sustain their welfare levels and for developing countries to increase their level of welfare. Many entrepreneurs contribute significantly to the national economy of their countries. The purpose of our research is to determine how graduate students' entrepreneurial intentions are related to emotional intelligence and what role creativity plays in this process. This quantitative research study was conducted with graduate students at a private university in the southwest region of the USA. The data were collected from 399 participants via an online survey and analyzed by completing a Structural Equation Modelling. The results showed that entrepreneurial intentions are affected directly and positively by problem-solving skills, emotional self-awareness, and impulse control. Additionally, we found that problem-solving skills affect creativity directly and positively while creativity does not have a direct effect on entrepreneurial intentions.

One point of view: The problem of solving story problems

1979 ◽  
Vol 27 (1) ◽  
pp. 2-3
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Problem Solving ◽  
Reading Ability ◽  
Good Evidence ◽  
Point Of View ◽  
Mathematics Assessment ◽  
Story Problems ◽  
Poor Reading ◽  
Convincing Argument ◽  
Major Factors ◽  
Computational Skill

Why can't kids solve story problems? The two overly simplistic answers typically given to this question are “they can't read” and “they can't compute.” True, if children can't read or if they can't compute they're not going to be successful in solving verbal problems, but many students can do both and nevertheless perform poorly. Furthermore, there is good evidence that lack of reading ability and computational skill are not the major factors contributing to poor problem-solving performance. Knifong and Holtan (1977) found that the majority of students who solved problems incorrectly could read the problems orally and could retell the story of the problem in their own words; that is, they could comprehend the problem. The authors conclude, “Even assuming a biased interpretation, it is difficult to imagine that poor reading accounts for more than 1O% of these erred problems.” With respect to computation, the results of the 1972 NAEP Mathematics Assessment provide a convincing argument against the “they can't compute” explanation for problem-solving failures.

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.

Greek teachers’ metacognitive awareness on reading strategies

2018 ◽  
Vol 5 (1) ◽  
pp. 68-74
Author(s):  
Maria Koulianou ◽  
Stavroula Samartzi
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
School Teachers ◽  
Regulation Of Cognition ◽  
Metacognitive Reading Strategies ◽  
Metacognitive Awareness Inventory ◽  
Of Greece

The purpose of the present study was to enlighten teachers’ metacognitive awareness of reading strategies. Several inventories concerning students’ metacognitive reading strategies have been developed but none of them refers to teachers’ metacognitive awareness. Teachers’ metacognition is the least explored area in education. The scope was to investigate teachers’ metacognitive awareness of their reading strategies via Metacognitive Awareness Inventory and Metacognitive Awareness Inventory for Teachers tools. During the study, 290 high school teachers from different regions of Greece participated in questionnaire procedure. The analysis of the results showed that teachers more often use problem-solving and global than support-type strategies. The analysis of both inventories revealed a higher significant correlation between regulation of cognition and metacognitive reading strategies. The findings of this study showed that teachers’ metacognitive reading strategies remain implicit. Furthermore, investigation is recommended. Keywords: Metacognitive awareness, metacognitive reading strategies, MARSI, MAIT, teachers.

scholarly journals Reading Metacognitive Strategies Employed by ESL Learners

2018 ◽  
Vol 12 (3) ◽  
pp. 61
Author(s):  
Noor Zainab Abdul Razak ◽  
Nur Ashikinbinti Abdul Gani ◽  
Nur Hazirah Che Ithnin
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Strategies ◽  
Quantitative Research ◽  
English Language ◽  
English Proficiency ◽  
Metacognitive Strategies ◽  
Language Teachers ◽  
Metacognitive Reading Strategies ◽  
Esl Learners

This study aims to investigate the relationship between the metacognitive reading strategies employed by the ESL learners in a secondary school in Malaysia and their English proficiency. The objective of this study is to identify the types of metacognitive strategies employed by students while reading academic text. In addition, this study also aims to investigate the differences (if any) in metacognitive strategies employed by the high and low English proficiency students while reading academic text. The respondents of this research are forty students with high and low English proficiency and were selected randomly. This study is using the quantitative research method where questionnaire is used to obtain the data. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used as the measuring tools to identify the metacognitive reading strategies employed by the students. The result of this study shows that the students employed the three metacognitive strategies which are Global Reading Strategies (GLOB), Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). In addition, the mostly employed metacognitive reading strategy was Global Reading Strategies (GLOB), followed by Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). As a conclusion, metacognitive reading strategies can be implemented by secondary school English language teachers in their teaching as it beneficial in helping learners’ comprehension.

scholarly journals Perbedaan Gender pada Kesadaran Metakognitif dalam Strategi Membaca Bacaan Akademik

2019 ◽  
Vol 10 (1) ◽  
pp. 74
Author(s):  
Wulansari Ardianingsih ◽  
Rose Mini Agoes Salim
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Global Strategy ◽  
Metacognitive Awareness ◽  
Male Students ◽  
Support Strategy ◽  
Reading Materials ◽  
Problem Solving Strategy ◽  
Solving Strategy

Metacognitive awareness of reading strategies can be defined as the knowledge or awareness about strategies to process reading materials, the ability to monitor comprehension, and the ability to employ strategies in understanding text. Previous studies show inconsistent results regarding the role of gender in the metacognitive awareness of reading. The current study aims to evaluate gender differences in the students’ knowlegde of metacognitive strategies in reading. This study involves 137 students (59 boys and 78 girls) from grade 4 to 6. The current study uses Metacognitive Awareness of Reading Strategies Inventory (MARSI) that consists of 3 subscales: global strategy, problem solving, and support strategy. Results show that female students outperform male students in their metacognitive awareness, both in general scale and in each type of strategy. In addition, the most used strategy is the problem solving strategy, while the least used is the support strategy. This finding suggests that teachers need to consider the gender difference in determining the effective methods of delivering materials in classrooms. Keywords: metacognitive awareness, reading, gender differencesAbstrak: Kesadaran metakognitif dalam membaca dapat didefinisikan sebagai pengetahuan akan strategi untuk memproses bacaan, kemampuan untuk memonitor pemahaman, dan kemampuan untuk mengatur strategi yang dibutuhkan untuk memahami bacaan. Hingga saat ini masih terdapat hasil yang tidak konsisten mengenai peran gender dalam kesadaran metakognitif siswa. Penelitian ini bertujuan untuk menelaah lebih dalam mengenai bagaimana perbedaan siswa laki-laki dan perempuan pada kesadaran metakogntifnya dalam membaca, khususnya pada bacaan akademik. Penelitian melibatkan 137 siswa (59 laki-laki dan 78 perempuan) kelas 4 – 6 Sekolah Dasar (SD) dengan menggunakan alat ukur Metacognitive Awareness of Reading Strategies Inventory (MARSI) yang terdiri atas 3 dimensi: strategi global, penyelesaian masalah, dan strategi pendukung. Hasil penelitian menunjukkan bahwa siswa perempuan lebih sering menggunakan strategi metakognitif dibandingkan siswa laki-laki, baik secara keseluruhan maupun pada masing-masing jenis strategi. Selanjutnya, jenis strategi yang paling banyak dipakai adalah strategi penyelesaian masalah, sedangkan strategi yang paling jarang dipakai adalah strategi pendukung bacaan. Hasil penelitian ini berimplikasi pada kebutuhan guru untuk memperhatikan perbedaan gender siswa ketika menentukan metode penyampaian tugas atau materi belajar agar pembelajaran berlangsung efektif.

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