scholarly journals METACOGNITIVE READING STRATEGIES APPLICATION AMONG HIGH AND LOW PROFICIENT READERS AT PRE-UNIVERSITY LEVEL

2021 ◽  
Vol 6 (43) ◽  
pp. 249-263
Author(s):  
Naimah Derin ◽  
Suyansah Swanto ◽  
Abd Halib Mohd Ali ◽  
Wardatul Akmam Din
Keyword(s):  
Higher Education ◽  
Reading Strategies ◽  
Survey Study ◽  
Government School ◽  
Academic Texts ◽  
Negative Effect ◽  
Problem Solving Strategies ◽  
University Level ◽  
Metacognitive Reading Strategies ◽  
Positive Effect

In higher education, reading of academic texts is considered as an essential access to scientific knowledge. Therefore, in this survey study will utilize the inventory of Survey on Reading Strategies Questionnaire (SOR) developed by Mokhtari and Sheory. It is explored to identify the two types of readers: high (HPR) and low (LPR) proficient readers at Form Sixth Cenre of Government School in Sabah, Malaysia. There are three major reading strategies: GLOB (Global), SUPP (Support) and PROB (Problem Solving) strategies. This quantitative approach is done by operating the descriptive (mean and standard of deviation) and inferential (Magnitude of effect) statistics. 250 participants from pre-university students randomly selected to respond to the questionnaire The questionnaire finding revealed that PROB strategy was favoured by both readers. To strengthen scrupulous answer, Effect size had given a better interpretation of the finding. The questionnaire provided all reading strategies to be negative effect to the high proficient readers (HPR) yet large positive effect to the low proficient readers (LPR).

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.

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 Effect of Gender, Locus of Control, Love of Money, and Economic Status on Students’ Ethical Perception

2019 ◽  
Vol 8 (5) ◽  
pp. 168 ◽  
Author(s):  
Khanifah Khanifah ◽  
Jaka Isgiyarta ◽  
Indah Lestari ◽  
Udin Udin
Keyword(s):  
Higher Education ◽  
Locus Of Control ◽  
Economic Status ◽  
Study Data ◽  
Primary Data ◽  
Ethical Perception ◽  
Internal Locus Of Control ◽  
Love Of Money ◽  
Negative Effect ◽  
Positive Effect

This study aims to examine the effect of gender, locus of control, love of money, and economic status on students’ ethical perception. This study uses primary data obtained from the distribution of questionnaires to the students of accounting programs at higher education in Semarang - Indonesia. Purposive sampling is used to select 104 respondents to participate in the study. Data is analyzed using multiple linear regression with applying for IBM SPSS 21 program. The results reveal that gender and internal locus of control have a positive effect on students' ethical perception. Love of money further has a negative effect on students' ethical perception. In contrast to the expectation, economic status has no effect on students' ethical perception.

scholarly journals An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic

2011 ◽  
Vol 4 (2) ◽  
pp. 151 ◽  
Author(s):  
Negmeldin O. Alsheikh ◽  
Kouider Mokhtari
Keyword(s):  
Reading Strategies ◽  
Native Speakers ◽  
Self Report ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Academic Texts ◽  
Actual Use ◽  
Arabic And English ◽  
Metacognitive Reading Strategies ◽  
Advanced Proficiency

This study examined the metacognitive awareness and reading comprehension strategies used by advanced proficiency ESL readers whose native language is Arabic. The study looked at the perceived use of reading strategies by Arabic native speakers in Arabic and English and their actual use of these strategies in reading academic texts in the two languages. The goal was to compare the reading strategy profiles of Arabic native speakers in English and Arabic through quantitative means using a self-report survey of strategy use (n=90), and qualitative means using a think-aloud protocol with a subset of the original sample (n=10). The topic and research questions are pertinent because they add to a relatively small database showing Arabic native speakers rely heavily on reading strategies in their L2 than when reading in their L1.

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 Students’ Awareness of Metacognitive Reading Strategies in Academic Reading

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Dangin Dangin
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Reading Process ◽  
English Department ◽  
Academic Reading ◽  
Support Strategies ◽  
Problem Solving Strategies ◽  
Metacognitive Reading Strategies ◽  
Reading Texts

<p>Being aware of reading strategies becomes the key of readers’ success in reading process, this study began with its purpose to investigate the readers’ awareness of metacognitive reading strategies while facing academic reading texts. Then, the respondents here were whole 50 students of English department, who had completed the questionnaire of Survey of Reading Strategies Awareness (SORS). Those respondents were intended to reveal the type of reading strategies used during reading academic materials in English. The results of study revealed that those respondents were aware of using two of three categories of reading strategies while reading the materials. As the detail, the results showed that the respondents mostly tended to use the strategies categorized in Problem Solving Strategies (PROB) in order to solve their obstacle in reading.  Global Reading Strategies (GLOB) as second place, which is mostly used by the respondents. And the last or the lowest strategies in use are Support Strategies (SUP).</p>

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 Determinants of Whistleblowing Intention of Employees in Universities: Evidence from Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 92-101
Author(s):  
Suryo Pratolo ◽  
Vidya Putri Sadjiman ◽  
Hafiez Sofyani
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
University Employees ◽  
Analysis Techniques ◽  
North Sulawesi ◽  
Negative Effect ◽  
Personal Costs ◽  
Permanent Employees ◽  
Positive Effect ◽  
Whistleblowing Intention

Corruption in higher education institutions (HEI) is serious issue that has become a focus by many parties. The amount of state losses caused by fraudulent behavior in the management of university finances makes research related to whistleblowing at universities very urgent. Hence, this study aims to examine how perceived personal costs, perceived fraud seriousness, and attitude influence whistleblowing intention of university employees. This research was conducted in two universities in Manado, North Sulawesi, Indonesia. The research samples were permanent employees including lecturers and staffs. Data obtained by distributing questionnaires directly to the respondents. Hypothesis testing uses multiple regression analysis techniques. This study found that perceived personal costs have a negative effect on whistleblowing intention. Meanwhile, perceived fraud seriousness and attitude have a positive effect on whistleblowing intention. Discussion, implications and further research suggestions are presented in this paper.

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.

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