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 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 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.

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 The Impact of Extensive Reading on Learning and Increasing Vocabulary at Elementary Level

2017 ◽  
Vol 5 (3) ◽  
pp. 481
Author(s):  
Syeda Asima Iqbal
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Language Skills ◽  
Elementary Level ◽  
Extensive Reading ◽  
School Students ◽  
Educational Institute ◽  
Skilled Reading ◽  
Global Language ◽  
The Impact

<p><em>It is an utter necessity to become fluent, self-sufficient and independent English readers with highly skilled reading comprehension abilities. There is no point to doubt that extensive reading can be the best strategy to attain this. This research is about the impact of extensive reading on elementary level school students which helps in the enhancement of global language skills especially their vocabulary. As extensive reading is not a regular part of any curriculum in any educational institute, this research is a little step in the realization of its importance in language learning mainly focused on vocabulary. Tests and observations were the methods used to collect the data. On the basis of analysis and interpretation of the collected data, it was clear that there was improvement in students’ vocabulary.</em></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.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

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