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 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.

The Preference for Global and Problem- Solving Strategies by Malaysian Students and Support Strategies by China Chinese Students as Metacognitive Reading Strategies among TESL Students in the University of Malaya, Malaysia

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
CHEW FONG PENG ◽  
TAN SHIN YEN
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Chinese Students ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Support Strategies ◽  
Problem Solving Strategies ◽  
Metacognitive Reading Strategies ◽  
The University ◽  
Malaysian Students

Selection of a reading strategy is a critical factor in development of students’ comprehension and critical thinking skills. This study examined the level of reading strategy utilized by students when reading English academic text and investigated if there were any significant differences between Malaysian and Chinese students in terms of metacognitive awareness and perceived use of metacognitive reading strategies. A total of 55 second year and third year TESL students (31 Malaysian and 24 China Chinese) in the University of Malaya (UM), Kuala Lumpur, Malaysia completed 30-item questionnaires adopted from a Survey of Reading Strategies (SORS) questionnaire. The result indicated a high level of reading strategy using metacognitive reading strategies among all the students. Visualizing strategy was the most popular item that students “looked at the title before reading to get a hint about text content”. T-test result showed that there were significant differences in the use of the two categories of strategies; global and problem-solving strategies. Malaysian students demonstrated higher level of using global and problem-solving strategies compared to their China counterparts. Therefore, university reading courses ought to emphasize all global, problem-solving, and support strategies. Lecturers should also emphasize on reading itself. The result of this study served as the basis for achieving the students’ metacognition ability.Keywords: English, global and problem-solving strategies, support strategies, metacognitive reading strategy, TESL, descriptive design, University of Malaya, Malaysia

scholarly journals THE METACOGNITIVE AWARENESS OF READING STRATEGIES IN THAI EFL LEARNERS

2017 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Kitipat Chutichaiwirath ◽  
Pragasit Sitthitikul
Keyword(s):  
Reading Strategies ◽  
Reading Strategy ◽  
Metacognitive Awareness ◽  
Think Aloud ◽  
Efl Learners ◽  
Academic Texts ◽  
Undergraduate Study ◽  
Think Aloud Protocol ◽  
Metacognitive Reading Strategies ◽  
High Level

This paper explores the metacognitive awareness of reading strategies and the use of reading strategies among Thai EFL learners. Fifteen female university students who are in their fourth-year undergraduate study of English at a Thai university participated in this study. The study used a mixed-method approach. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to investigate the participants’ metacognitive awareness involved in reading. Also, to insightfully assess and analyze the participants’ reading strategies while they were reading the academic texts, a think-aloud protocol was used. The findings reveal that the participants’ overall use of metacognitive awareness of reading strategies (Global, Problem-solving, and Support reading strategies) was at a high level (Mean = 2.85, S.D. = 0.31). Among 30 individual reading strategies, the most frequently used was underlining and circling (Mean = 3.60, S.D. = 0.74), which fall under Support Reading Strategy (SUP). On the other hand, it can be seen that the least frequently used reading strategy was asking self-questions (Mean = 1.93, S.D. = 0.70), under the category of SUP strategies. When considering the appropriate and effective use of metacognitive reading strategies in the think aloud protocol by the participants in successful reading comprehension, it is discovered that using background knowledge, previewing text, reading slowly and carefully, pausing to reflect on reading, taking notes while reading, and summarizing were frequently used the students.Keywords: EFL learners, metacognitive, reading strategies, think aloud, Thailand. Cite as: Chutichaiwirath, K. & Sitthitikul, P. (2017). The metacognitive awareness of reading strategies in Thai EFL learners. Journal of Nusantara Studies, 2(2), 1-14.

scholarly journals Μεταγνωστικές Στρατηγικές Ανάγνωσης: Ελληνική Προσαρμογή του Εργαλείου MARSI και συγκριτική μελέτη σε έφηβους μαθητές με και χωρίς ειδικές μαθησιακές δυσκολίες

2020 ◽  
Vol 24 (1) ◽  
pp. 138
Author(s):  
Μαρία Κουλιανού ◽  
Πέτρος Ρούσσος ◽  
Σταυρούλα Σαμαρτζή
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.

BERPIKIR REFLEKTIF SISWA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT

EDUPEDIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Sayyidah Umma Rahmawati ◽  
Senja Putri Merona
Keyword(s):  
Field Independent ◽  
Field Dependent ◽  
Figure Test

Penelitian ini bertujuan untuk mendeskripsikan berpikir reflektif siswa ditinjau dari gaya kognitif field independent dan field dependent. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Adapun istrumen yang digunakan adalah Group Embedded Figure Test (GEFT), tes soal berpikir reflektif dan wawancara. Sedangkan analisis data yang digunakan adalah analisis data Miles dan Huberman yang tediri dari reduksi data, penyajian data dan kesimpulan atau verifikasi.Hasil penelitian ini menunjukkan bahwa pada indikator berpikir reflektif reacting terdapat kesamaan berpikir reflektif antara siswa field independent dan field dependent. Pada indikator berpikir reflektif comparing terdapat perbedaan dalam hal menghubungkan pengetahuan yang diberikan dengan pengetahuan yang dimiliki. Pada indikator berpikir reflektif contemplating terdapat perbedaan pada kemampuan mendeteksi kesalahan. Temuan lain dalam penelitian ini adalah bahwa siswa field independent menjelaskan jawabannya dengan detail dan rinci, cenderung menggunakan cara menghafal dan memiliki kepercayaan diri yang tinggi. Sedangkan siswa field dependent menjelaskan jawabannya secara umum, memiliki analisis yang baik dan menyukai cara yang telah ditetapkan

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.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

Cognitive Styles and Word versus Spirit Orientations among Christians

1981 ◽  
Vol 9 (2) ◽  
pp. 175-182 ◽  
Author(s):  
Theodore T. Y. Hsieh
Keyword(s):  
Sex Role ◽  
Cognitive Styles ◽  
Christian College ◽  
Sex Distribution ◽  
Role Expectation ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Word Versus ◽  
Rod And Frame

Christian college students classified as either Word or Spirit-oriented through a questionnaire were tested with the Rod and Frame Apparatus. Word-oriented subjects were found to be field-independent and Spirit-oriented subjects to be field-dependent in their perceptual style. No sex difference on field-dependence or independence was found within either the Word-oriented or the Spirit-oriented groups, but a significant difference in sex distribution of Word or Spirit-orientation was found. Socialization and sex role expectation effects in the churches and implications for these findings and further studies were discussed.

Field Dependence and Differences between Visual and Verbal Learning Tasks

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1327-1330 ◽  
Author(s):  
Stanley Berent ◽  
Albert J. Silverman
Keyword(s):  
Undergraduate Students ◽  
Paired Associate ◽  
Verbal Learning ◽  
Associate Learning ◽  
Field Dependency ◽  
Learning Tasks ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Significant Impairment

50 female undergraduate students were administered 2 paired-associate learning tasks (verbal and visual) and assigned on the basis of their scores on the rod-and-frame test to extreme field-dependent and field-independent groups. No significant difference was found between the two groups on the visuo-perceptive paired-associate tests. Compared to the field-independent Ss, however, the field-dependent Ss showed significant impairment on the verbal task ( U = 18, p < .01). These findings are discussed in terms of possible dominant (left) cerebral hemisphere involvement in field dependency.

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