scholarly journals The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension Of 5th Grade EFL Students in Kuwait

2021 ◽  
Vol 15 (1) ◽  
pp. 79
Author(s):  
Amel AlAdwani ◽  
Anam AlFadley ◽  
Maha AlGasab ◽  
Ahmad F. Alnwaiem
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Second Language Acquisition ◽  
Reading Strategies ◽  
National Curriculum ◽  
Metacognitive Strategies ◽  
School Students ◽  
Foreign Language Learners ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.

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 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.

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>

scholarly journals THE IMPACT OF METACOGNITIVE READING STRATEGIES ON MASTER STUDENTS’ EFL READING PROFICIENCY AND ACADEMIC ACHIEVEMENT

2021 ◽  
Vol 1 (1) ◽  
pp. 98-109
Author(s):  
IRYNA LEVCHYK ◽  
OKSANA MAZUR ◽  
NATALIIA ZAKORDONETS
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Practical Implication ◽  
Reading Proficiency ◽  
Reading Strategy ◽  
Metacognitive Strategies ◽  
Academic English ◽  
Theoretical Approaches ◽  
Metacognitive Reading Strategies ◽  
The Impact

The paper deals with direct influence on reading proficiency and other advantages of application of metacognitive strategies by master students in order to improve ESL when learning Academic English course. There have been given definitions of the terms “reading strategy”, “metacognitive reading strategy”. The main structural components and functions of metacognitive strategies have been described, their role and priority of application by master students in academic texts processing have been estimated and discussed. Highly effective metacognitive reading strategies have been selected and correlated to academic performance level of readers. The main theoretical approaches regarding metacognition in reading have been overviewed and analyzed. The study has been conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and selected scales of the MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on postgraduates’ usage of metacognitive reading strategies in their university course of Academic English. Data analysis was carried out with help of visualization of images of the text, main ideas/top sentences selection, scanning the text, summarizing information, self-questioning, connecting new information with the previously learnt one. Theoretically the study contributed by giving promising results about the impact of application of metacognitive reading strategies on reading proficiency of master students at Ternopil Volodymyr Hnatiuk National Pedagogical University. The practical implication presupposes incorporation of syllabus based reading comprehension courses for EFL master students as supplementary to the core courses or optional ones, based on practical teacher manuals on using metacognitive strategies in teaching reading comprehension; seminars for ESL teachers.

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

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