scholarly journals Relational Assessment of Metacognitive Reading Strategies and Reading Motivation

2021 ◽  
Vol 17 (1) ◽  
pp. 357-375
Author(s):  
Melek Baba Öztürk ◽  
◽  
Mücahıt Aydogmus ◽  
Keyword(s):  
Reading Strategies ◽  
Reading Motivation ◽  
Metacognitive Reading Strategies

scholarly journals Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 117 ◽  
Author(s):  
Joel C. Meniado
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Motivation ◽  
College Level ◽  
Motivation To Read ◽  
Reading Interests ◽  
Academic Texts ◽  
Efl Students ◽  
Metacognitive Reading Strategies ◽  
Descriptive Survey

<p>Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading motivation, and reading comprehension performance. Prior to finding out relationships, the study tried to ascertain the level of awareness and use of metacognitive reading strategies of the respondents when they read English academic texts, their level of motivation and reading interests, and their overall reading performance. Using descriptive survey and descriptive correlational methods with 60 randomly selected Saudi college-level EFL students in an all-male government-owned industrial college in Saudi Arabia, the study found out that the respondents moderately use the different metacognitive reading strategies when reading academic texts. Of the three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used. It was also revealed that the respondents have high motivation to read. They particularly prefer to read humor/comic books. On the level of reading comprehension performance, the respondents performed below average. Using t-test, the study reveals that there is no correlation between metacognitive reading strategies and reading comprehension. There is also no correlation between reading interest/motivation and reading comprehension. However, there is positive correlation between reading strategies and reading motivation. The findings of this study interestingly contradict previous findings of most studies, thus invite<span style="text-decoration: line-through;">s</span> more thorough investigation along the same line of inquiry.</p>

scholarly journals Branje mladih leta 2009 in leta 2018 ter razlike v branju glede na spol in izobraževalni program

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 11-33
Author(s):  
Klaudija Šterman Ivančič ◽  
Melita Puklek Levpušček
Keyword(s):  
Reading Strategies ◽  
Reading Motivation ◽  
Teaching Profession ◽  
The Other ◽  
National Study ◽  
Other Hand ◽  
Study Programme ◽  
On Line ◽  
Metacognitive Reading Strategies ◽  
Reading Activities

Reading of the youth in 2009 and 2018: differences according to gender and national study programme The article presents reading characteristics of 15-year olds, as assessed in the OECD PISA study. Since reading was the major domain of assessment in PISA 2009 and 2018 cycles, we investigated differences in the results in the following areas: reading motivation, frequency of reading specific reading materials, reading activities on-line, and the assessment of the usefulness of metacognitive reading strategies. The analysis was carried out on a PISA sample of Slovenian 15-year olds (n = 6073 in 2009; n = 6401 in 2018). Besides the differences in reading motivation and other reading factors between the two PISA cycles, we were also interested in if these factors differ according to gender and national study programme. The results of the present study show that in PISA 2018, compared to PISA 2009, Slovenian 15-year olds reported less enjoyment in reading, less time spent reading for enjoyment, they assessed the metacognitive reading strategies to summarize information as less useful, and they also reported significantly lower levels of reading newspapers, magazines and comic books. On the other hand, they reported more frequent searches for particular information on-line. Compared to boys, girls from all national education programmes reported higher levels of enjoyment in reading, they more often perceived reading as an important hobby and reported more frequent reading of fiction books. On the other hand, boys reported more frequent reading of non-fiction books. The results of the present study also showed no significant differences between boys and girls within a particular study programme in reading activities on-line. Furthermore, the majority of these activities were associated with above-average results in both PISA cycles. We see a challenge for the teaching profession in Slovenia in strengthening the interest for reading in youth, encouraging the social context of reading, empowering them with knowledge of the efficient use of different reading strategies and creating quality on-line learning materials with applicable content. Key words: PISA study, reading characteristics of youth, reading motivation, gender differences, differences in national study programmes

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students&rsquo; needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students&rsquo; use of reading strategies.

scholarly journals Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

2019 ◽  
Vol 12 (7) ◽  
pp. 75
Author(s):  
Charinwit Seedanont ◽  
Suphawat Pookcharoen
Keyword(s):  
Reading Strategies ◽  
Standardized Test ◽  
Statistical Significance ◽  
Strategy Instruction ◽  
Reading Performance ◽  
Reading Test ◽  
Future Research ◽  
Efl Learners ◽  
Wide Range ◽  
Metacognitive Reading Strategies

EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one&rsquo;s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners&rsquo; reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners&rsquo; proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students&rsquo; awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.

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.

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.

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