scholarly journals EXPLORING METACOGNITIVE READING STRATEGIES USED BY LOW AND HIGH PROFICIENCY FORM THREE ESL STUDENTS

2022 ◽  
Vol 7 (1) ◽  
pp. 335-365
Author(s):  
Jessica Abisheganathan Jeevaratnam ◽  
Mahani Stapa
Keyword(s):  
Mixed Method ◽  
Reading Strategies ◽  
Esl Students ◽  
English As Second Language ◽  
Purposive Sampling ◽  
Self Evaluation ◽  
Extra Effort ◽  
Significant Difference ◽  
Mixed Method Design ◽  
Metacognitive Reading Strategies

Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students.   Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group.   Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring.   Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. Keywords: Low proficiency students, high proficiency students, purposive sampling, metacognitive reading strategies, explanatory sequential mixed method design.   Cite as: Jeevaratnam, J. A., & Stapa, M. (2022). Exploring metacognitive reading strategies used by low and high proficiency form three ESL students. Journal of Nusantara Studies, 7(1), 335-365. http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365

scholarly journals Cognitive Reading Strategies Employed by Form Three Malaysian English as Second Language (ESL) Students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Jessica Abisheganathan Jeevaratnam ◽  
Mahani Stapa
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Descriptive Analysis ◽  
Cognitive Strategies ◽  
Esl Students ◽  
English As Second Language ◽  
Frequent Use ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Analyse Data

Previous studies reported that many low proficiency students have poor comprehension skills. Therefore, this research aims to study the cognitive reading strategies employed by ESL (English as Second Language) students and suggest appropriate cognitive strategies to be utilized by low proficiency students. This research was carried out in one of the secondary schools in Pasir Gudang, Johor. The purposive sample for this study consists of 60 Form 3 students (30 low proficiency and 30 high proficiency). Explanatory sequential mixed method design was used to carry out this research. The data collected via questionnaire, observation and interview for this research is analysed quantitatively and qualitatively. Descriptive analysis was used to analyse data gained from questionnaire and observation whereas for the interview data, extracts from the interviews were used to corroborate the findings. The findings reveal that the most common cognitive reading strategies employed by both group of students are skimming and translation. This research further highlights the most significant difference in reading strategies between both groups of students, which is, the high proficiency group outperformed the low proficiency group in overall strategy use, demonstrating the most frequent use of the strategies. Most prominently, in this research, the reading strategies that are deemed appropriate for the low proficiency students are highlighted. These strategies include four cognitive strategies; guessing, elaboration, summarizing and prediction.

The effect of degrees of bilingualism on metacognitive linguistic skills

2018 ◽  
Vol 23 (5) ◽  
pp. 1064-1086
Author(s):  
Salim Abu Rabia
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Positive Impact ◽  
Research Question ◽  
Significant Variable ◽  
Comprehension Task ◽  
Significant Difference ◽  
Linguistic Skills ◽  
Metacognitive Reading Strategies

Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study examined three domains of metacognitive reading process (planning, monitoring and evaluating), as well as the overall use of metacognitive reading strategies. Four groups of participants (30 seventh grade students in each group) completed a Metacognitive Reading Strategies Questionnaire, aimed at measuring their metacognitive awareness in each domain after fulfilling a reading comprehension task in English. Data analysis: A multivariate analysis of variance (MANOVA) was used in order to test the differences within groups and between groups. Findings and conclusions: Level of metacognitive reading awareness was affected by the degree of bilingualism. There was a positive influence of balanced (reading and writing skills in the second language) and imbalanced (oral skills in the second language) degrees of bilingualism on metacognitive linguistic abilities. A balanced degree of bilingualism exerted the greatest influence on most of the metacognitive reading domains (planning, monitoring and the total use of metacognitive strategies). Significance: A significant advantage of balanced bilinguals over all other groups was revealed. Level of metacognitive reading awareness was affected by the degree of bilingualism. Thus, bilingual education should be taken seriously due to its positive effect on all aspects of thinking and learning. Results provided additional support to the notion that bilingualism had a positive impact on the metacognitive linguistic skills. Moreover, the balance between the languages appeared to be a significant variable. Thus, balanced bilinguals, who possessed the highest competence in the second language, showed the best performance in the domains of planning, monitoring and overall use of metacognitive reading strategies. Limited bilinguals, on the contrary, demonstrated the lowest scores in the mentioned domains. The findings also revealed the absence of any considerable difference between the groups in the domain of evaluating.

The tangled web

2005 ◽  
Vol 15 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Wendy Sutherland-Smith
Keyword(s):  
Academic Writing ◽  
Legal Theory ◽  
The Internet ◽  
First Year ◽  
Esl Students ◽  
Structured Interviews ◽  
Esl Teachers ◽  
English As Second Language ◽  
Free Zone ◽  
Significant Difference

This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.

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.

Evaluation on Symptoms and Self-Treatment due to Radiotherapy and Chemotherapy Based on Different Cancer Stage

2020 ◽  
Vol 9 (1) ◽  
pp. 129-139
Author(s):  
Yesiana Dwi Wahyu Werdani ◽  
Arief Widya Prasetya
Keyword(s):  
Cancer Patients ◽  
Hair Loss ◽  
Mixed Method ◽  
Physical Symptoms ◽  
Cancer Stage ◽  
Purposive Sampling ◽  
High Fiber ◽  
Stage 4 ◽  
Mixed Method Design ◽  
Sequential Explanatory

Cancer modality therapy can minimize metastatic, but it causes decrease in body functions and interfere the daily needs fulfilled. This study was to identify symptoms and self-treatment due to radiotherapy and chemotherapy based on the different cancer stage. This was mixed method design with sequential explanatory approach. Samples were 30 cancer patients taken by purposive sampling at Indonesian Cancer Foundation East Java Branch Surabaya. The instrument was a questionnaire. Fatigue was the most symptoms complained by all patients. Pain, hair loss, constipation were dominated in cancer stage 4, nausea-vomiting, insomnia were dominated in cancer stage 3. The majority self-treatment of fatigue was yoga exercise. Pain and nausea-vomiting were treated by medication and relaxation. Insomnia was treated by mild massage. Constipation was treated by consuming the high fiber foods. Radiotherapy and chemotherapy affect the disturbance of metabolism that cause physical symptoms disorders. Self-treatment by the patient could reduce the symptoms effectively.

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 Effects of the Blended Family on Parenting Styles and Emotional Regulation among Tertiary Students

2021 ◽  
Vol 13 (2) ◽  
pp. 91-107
Author(s):  
Diane D Lipat
Keyword(s):  
Parenting Styles ◽  
Mixed Method ◽  
Emotional Regulation ◽  
Blended Families ◽  
Blended Family ◽  
Family Effects ◽  
Significant Difference ◽  
Mixed Method Design ◽  
Sequential Explanatory Mixed Method ◽  
Qualitative Part

This research examines the blended family effects on parenting styles and emotional regulation among tertiary students through a sequential explanatory mixed-method design. Through quantitative data gathered, an interview was conducted to have a deeper sense of the information collected. A total of 113 respondents were purposively selected to answer the instruments and 10 of them were chosen to participate in an interview for the qualitative part of the study. It was revealed that most respondents have authoritarian parents and are emotionally adjusting. In addition, there is no significant relationship between parenting style and emotional regulation. Furthermore, there is no significant difference in parenting styles and emotional regulation when grouped according to profile such as age and duration. The results gathered were supported by sikolohiyang Pilipino (Filipino psychology) which discussed the maturity, culture, and values of Filipinos and their families. These data were used to construct a counseling program to help students with blended families adapt to the changes that they will encounter.

scholarly journals Metacognitive Awareness of Reading Strategy Use between Field-Dependent and Field-Independent EFL Learners

2021 ◽  
Vol 10 (1) ◽  
pp. 6-19
Author(s):  
Alireza Navid M G
Keyword(s):  
Reading Strategies ◽  
Reading Strategy ◽  
Metacognitive Awareness ◽  
Large Sets ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Problem Solving Strategies ◽  
Figure Test ◽  
Metacognitive Reading Strategies

This paper aimed to study the metacognitive awareness of reading strategies between field-dependent (FD)and field-independent (FI) Turkish EFL university students who are learning English as a foreign language. To this end, 270 students from Istanbul (Cerrahpasa) University were chosen.First, Group Embedded Figure Test was used to appoint the participants into either FD or FI groups.After this, participants’ metacognitive awareness of reading strategy was assessed by using MARSI-R (Metacognitive Awareness of reading Strategies Inventory-Revised). Recently revised by Mokhtari et al., the MARSI-R instrument contains 15 items and measures three large sets of strategies including: Global Reading Strategies (GRS), Problem-Solving Strategies (PSS) and Support Reading Strategies (SRS).The results showed that the students reported using the 3 categories of strategies almost at a high-frequency level and they were aware of their metacognitive strategies. And statistically significant difference was found between FI and FD students regarding their use of GRS and SRS, hence, the use of students’ metacognitive reading strategies was affected by their different FI/FD cognitive styles.

scholarly journals Investigation of the Relationship between Reading Habits and Metacognitive Reading Strategies of Prospective Teachers

2021 ◽  
Vol 8 (4) ◽  
pp. 152-165
Author(s):  
Hanife ESEN AYGÜN ◽  
Berfu KIZILASLAN TUNÇER
Keyword(s):  
Prospective Teachers ◽  
Reading Strategies ◽  
Preschool Education ◽  
Simple Random Sampling ◽  
Attitude Scale ◽  
Book Reading ◽  
Reading Habits ◽  
Significant Difference ◽  
Metacognitive Reading Strategies ◽  
The Relationship

The purpose of this study is to investigate the relationship between prospective teachers’ metacognitive reading strategies and their reading habits. The study was designed in correlation model. The sample of the study was determined by simple random sampling. The sample of the study consists of 506 prospective teachers out of which 255 are on Primary Education and 249 are on Preschool Education. In the research, Book Reading Habit Attitude Scale and Metacognitive Reading Strategies Scale were used as data collection tools. While there is no significant difference in the reading habits of the prospective teachers, there is a significant difference in the use of metacognitive strategies in favor of the female prospective teachers. The reading habits of prospective teachers and the extent to which they use metacognitive reading strategies do not differ by department and grade level. In addition, it was found that there was a moderately significant relationship between prospective teachers' use of metacognitive reading strategies and the level of reading habits.

scholarly journals Manifestation of Translation Strategies via Think-aloud Protocol

2019 ◽  
Vol 4 (22) ◽  
pp. 196-205
Author(s):  
Samaneh Rahnama
Keyword(s):  
Mixed Method ◽  
Think Aloud ◽  
Translation Process ◽  
Chi Square ◽  
Translation Strategies ◽  
Think Aloud Protocol ◽  
Significant Difference ◽  
Mixed Method Design ◽  
The Difference ◽  
Qualitative Phase

This study was concerned with the effect of think-aloud method on the translation process. The aim of this study was to examine differences between translators in the implementation of Newmark’s strategies in translating general texts from English into Persian. Four students (three females and one male) majoring in Translation Studies participated in this study. The researcher used a mixed-method design. In the qualitative phase of the study, the data were collected through the think-aloud protocol, translation task, and cassette recorders. The results suggested that there was no significant difference between translators in the implementation of Newmark strategies with regard to translation tasks. During the quantitative phase of the study, the researcher examined the difference between the translators in implementing translation strategies while translating general texts from English into Persian. In this phase of the study, the data were analyzed using SPSS 19 performing Chi-square. The results of this phase proposed that there was statistically no significant difference between the four translators with regard to most of the translation strategies.

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