scholarly journals Metacognitive Scaffolding in Reading Comprehension: Classroom Observations Reveal Strategies to Overcome Reading Obstacles of Engineering Students at QUEST, Nawabshah, Sindh, Pakistan

2018 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Teaching Method ◽  
Metacognitive Strategies ◽  
Language Teachers ◽  
Read Aloud ◽  
Classroom Observations ◽  
Field Notes ◽  
To Come ◽  
Metacognitive Scaffolding

This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.

scholarly journals A Quantitative Research for Improving Reading Comprehension of First Year Engineering Students of QUEST, Pakistan Through Metacognitive Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 73
Author(s):  
Zaimuariffudin Shukri Nordin ◽  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Metacognitive Strategies ◽  
First Year ◽  
Course Material ◽  
The Mean ◽  
Effective Reading Strategies ◽  
Scaffolding Strategies

This quantitative research investigates first year engineering students’ reading comprehension using the different metacognitive strategies and scaffolding strategies. The research was undertaken at QUEST, Nawabshah, Pakistan. The respondents of this research were taken from four engineering departments including Mechanical Engineering, Energy and Environmental Engineering, Electrical Engineering, and Computer System Engineering. A set of questionnaire was used among 311 respondents. The data was analyzed using descriptive statistics to analyze research variables through SPSS 17 for producing the Percentages, Mean and Standard Deviation of the data. The results acquired from data suggested that the engineering respondents used their metacognitive strategies in order to make their comprehension easy to apprehend the meaning of reading passages. This research also revealed the average uses of twenty important categories on metacognitive strategies as reported by engineering respondents. The mean score for ‘I often find that I have been reading for class but don’t know what it is all about’ category (M = 2.65) was rated by the respondents of this research as the highest; while the mean score for ‘reading instructions carefully before beginning a task’ (M = 1.54) was rated as the lowest. The results also showed that the respondents of this study revealed the average uses of the twelve important categories of scaffolding. However, the mean score for ‘When studying this course I often set aside time to discuss the course material with a group of students from the class’ category (M = 2.29) was the highest for all respondents; whereas, the mean score for ‘I ask teachers/students for help when they do not understand’ (M = 1.37) was the lowermost. However, no category of metacognitive strategies and scaffolding fell into low level of usage. To sum up, results are presented for developing effective reading strategies for engineering students to improve their reading proficiency.

scholarly journals Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

2019 ◽  
Vol 8 ◽  
pp. 218-237
Author(s):  
Eucharia Okwudilichukwu Ugwu
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
English Language ◽  
Teaching Method ◽  
Language Teachers ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Student Teams

AbstractThe study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension.   Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension      

scholarly journals Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

2018 ◽  
Vol 8 (6) ◽  
pp. 78
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Stephen John ◽  
Jam Khan Mohammad ◽  
Masood A. Memon ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Classroom Practice ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Focus Group Interviews ◽  
Reading Text ◽  
Group Interviews ◽  
Main Ideas

The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants.  The data was recorded in audio-tape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students. 

scholarly journals Measuring Reliability of Metacognitive Strategies in Reading Comprehension Questionnaire: A Pilot Study on First Year Engineering Students in Pakistan

2016 ◽  
Vol 1 (2) ◽  
pp. 11-19
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
Psychometric Properties ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Thought Processes ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Alpha Reliability

This study aimed to investigate the reliability (psychometric properties) of the metacognitive strategies questionnaire piloted on Pakistani engineering students of QUEST, Nawabshah. The questionnaire had four parts including demographic, reading comprehension, metacognition, and scaffolding having 53 questions that were tested on 37 first year engineering students. The Cronbach’s Alpha reliability was measured through SPSS 17. The results showed that the Cronbach’s Alpha reliability concerning reading comprehension ranged from .826-.842, metacognitive strategies ranged from.830-.839, and the reliability of scaffolding ranged from .829-.837. Therefore, the results from the pilot study showed that the questionnaire needed to be used without any modification in the actual study.Keywords: metacognition; cognition; thought processes; meta-comprehension

scholarly journals Investigating Metacognitive Strategies for overcoming Barriers to Reading Comprehension: Insights from a Pakistani Context

2018 ◽  
Vol 6 (1) ◽  
pp. 37-52
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Zaimuariffudin Shukri Nordin ◽  
Jam Khan Muhammad ◽  
Rubina Shaheen Arain
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Engineering Students ◽  
Focus Group Interview ◽  
Research Work ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Audio Tape ◽  
First Year Students

Abstract The main aim of this research was to investigate metacognitive strategies through reading comprehension practice by first year students of engineering departments. The students of four engineering departments were selected as the participants in this research work. The qualitative instrument based on focus group interview was used for collecting data from first year students of four engineering departments to know the perceptions and their needs to develop reading comprehension through metacognitive strategies. The researchers developed interview questions for this study. These questions were validated by two experts of faculty of cognitive science and human development at university Malaysia Sarawak. The researchers obtained permission from the chairmen of four departments at a university in Pakistan. Almost 8 groups consisting of 5 informants in each participated in this research. The data was documented by using audio-tape; NVivo software, version 8 was used to organize data for obtaining main themes of the study. This research generated the most important themes for the interpretation of the results. The study contributed the most promising results which revealed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This research suggested administrators, teachers, and curriculum designers to design and implement reading comprehension courses and syllabus for first year engineering students.

scholarly journals Improving Reading Comprehension of First Year Engineering Students: A Quantitative Study at QUEST, Nawabshah, Pakistan

2018 ◽  
Vol 8 (3) ◽  
pp. 47 ◽  
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Read Aloud ◽  
First Year ◽  
Questionnaire Data ◽  
Asking Questions ◽  
The Mean ◽  
Effective Reading Strategies

This paper reports the results of the research conducted to explore whether students learn reading comprehension more successfully using the different approaches based on strategies in reading texts. The study was conducted at QUEST, in Pakistan and the respondents were selected from four engineering departments. Data was collected through a set of questionnaire used as the qualitative instrument among 311 respondents. However, Questionnaire data was analyzed by using SPSS 17. Descriptive statistics were used to analyze research variables for producing the Percentages, Mean and Standard Deviation of the data. The findings of this study reported that this research investigated 18 categories of reading comprehension. The highest mean score in reading comprehension was for “read aloud practices” category (=2.40) rated by all respondents; while the mean score for “asking questions before, during, and after reading” (= 1.48) was the lowest. However, no category of reading comprehension fell into low level of usage. In short, results, discussion and recommendations are presented for developing effective reading strategies to design syllabus for the engineering students to improve their reading proficiency. 

The Implementation Of The Genre-Based Approach In The Teaching Of Writing To Engineering Students

2017 ◽  
Vol 1 (1) ◽  
pp. 59
Author(s):  
Piyatida Changpueng
Keyword(s):  
Language Learners ◽  
Communication Skills ◽  
Engineering Students ◽  
Teaching Method ◽  
Language Teachers ◽  
Teaching Writing ◽  
Writing Proficiency ◽  
Writing Ability ◽  
Good Communication ◽  
Writing Course

Good communication skills are a requirement for all professionals. As for engineers, it seems that writing is one of the most important communication skills to help them to be successful in their professional life. However, many engineering students are poor in writing. Numerous studies havebeen conducted to determine the effectiveness of the different methods used to develop the writing skills of language learners, including the genre-based framework. The present study aims at examining the writing achievement of Thai engineering students receiving writing instruction through the explicit genre-based approach, or GBA (SFL genre), and their attitudes toward this method of teaching. The participants were 28 fourth-year engineering students enrolled in a basic writing course. One lesson in teaching writing recounts was provided during three sessions. The results of a T-test revealed clear improvement in the students’ writing ability after attending the lesson. Regarding the attitudes of the students, the findings were crosschecked with the students’ responses to the questionnaire, to the interview questions, and in their journal. It was found that the students had a satisfactory attitude toward this teaching method. Based on the study findings, it is recommended that language teachers incorporate the knowledge of genre, genre analysis, and schematic features of a particular genre in their teaching in order to enhance their students’ writing proficiency and confidence.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

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