scholarly journals Effects of Korean University EFL Learners’ Reading Motivation and Metacognitive Reading Strategies on Reading Achievement

English21 ◽  
2014 ◽  
Vol 27 (3) ◽  
pp. 283-306
Author(s):  
강정혜
Keyword(s):  
Reading Achievement ◽  
Reading Strategies ◽  
Reading Motivation ◽  
Efl Learners ◽  
Metacognitive Reading Strategies

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’ 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’ 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’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’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ 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’ 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 The Effect of Explicit Instruction of Metacognitive Reading Strategies on ESP Reading Comprehension in Academic Settings

2018 ◽  
Vol 7 (4) ◽  
pp. 77
Author(s):  
Parviz Ajideh ◽  
Mohammad Zohrabi ◽  
Kazem Pouralvar
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Reading Strategies ◽  
Explicit Instruction ◽  
Language Skills ◽  
Strategy Instruction ◽  
Islamic Art ◽  
Efl Learners ◽  
Metacognitive Reading Strategies ◽  
The Impact

This study investigated the effect of explicit instruction of metacognitive reading strategies on ESP reading comprehension among university students in Iran. Strategy instruction has recently been integrated into language teaching methodologies, stressing that successful language learners take advantage of appropriate strategy selection and application in order to develop better language skills. Poor learners, on the other hand, fail to know how to use strategies and for what purposes. There has been ample research on the impact of explicit strategy instruction on the EFL learners’ language skills. These studies indicate the effectiveness of strategy instruction on the various aspects of language learning such as skill development among EFL learners but the notion of the effectiveness of strategy instruction on ESP reading comprehension in university level has not been much scrutinized in Iranian context. The participants in this study included undergraduate first and second year students studying Islamic Art and Architecture Engineering at Tabriz Islamic Art University. A randomized subjects and posttest-only control group design was employed in this study. The number of students in Art control and experimental groups was 28 and the one for Architecture control and experimental group was 26 students. The participants in the experimental groups received explicit instruction of metacognitive reading strategies through the Cognitive Academic Language Learning Approach (CALLA) for strategy instruction. The results of independent t-test revealed that the students in the experimental groups outperformed those in the control groups and showed greater achievement in their ESP reading comprehension ability.

scholarly journals The Relationship between Metacognitive Reading Strategy Awareness and Reading Comprehension among freshman EFL Students, Ethiopia

2018 ◽  
Vol 10 (3) ◽  
pp. 1043-1050
Author(s):  
Asalefew Mekuria Wudneh
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Pearson Correlation ◽  
Reading Strategy ◽  
Mean Value ◽  
First Year ◽  
Efl Learners ◽  
Medium Level ◽  
Efl Students ◽  
Metacognitive Reading Strategies

The study was an attempt to investigate the level of awareness on Metacognitive reading strategies among first year Ethiopian EFL students.  It  also  tried  to  figure  out  the  possible  relationship  between  Metacognitive reading strategies  use  and  reading comprehension achievement.  Ninety-four EFL learners participated  in  the  study.  Metacognitive reading strategy inventory and reading comprehension test were used to collect the data. The data were analyzed through descriptive statistics to determine the mean value of strategies employed by the learners. Moreover, Pearson correlation coefficient  was  used  to discover  the  association  between  reading  strategy  use  and  reading  comprehension  achievement. According  to  the  findings  Ethiopian  EFL  learners ,were almost near to the lower limit (M=2.55,Sd.=0.34)line of medium level reading strategy users. Furthermore, the use of metacognitive reading strategy had weak correlation (r=0.21,p=0.039) with reading  comprehension achievement. The possible cause of this could be lack of awareness on how to regulate and monitor reading comprehension.

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>

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