Effect of cognitive & metacognitive Strategy developing reading comprehension emphasizing students’ linguality

Reading comprehension ability is potency of students to comprehend meaning of written texts, text details and main ideas. Furthermore, ability of reading comprehension activated learners to communicate with writers. To understand main ideas of written texts, help learners to be aware and to get particular messages from texts. Cognitive and metacognitive knowledges help readers to analyze, to summarize, to judge, and to distinguish main idea of reading texts and also more details about writer viewpoints to predicate and decision making to monitor text contents too. Monolingual students are those groups which must be aware about impacts of metacognitive strategy upon reading development and comprehension through to prepare and emanate bio feedbacks with teachers. Hence, monolingual groups have to be taught more than bilingual ones due to their low – proficiency levels and also their weak knowledge capacities about reading development strategies. Indeed, today understanding the effective strategies which help to learn language skills for all of scholars in TESOL domains is very significant, so every teacher that is aware about efficacy of those psychological strategies like cognitive and metacognitive or both; he or she is able to teach language skills particularly reading comprehension very conveniently and more productive language learning results. Without understanding reading strategy text comprehension to learn language skills is impossible.

THE ROLE OF METACOGNITION STRATEGY TO ENHANCE READING COMPREHENSION

Metacognitive strategy is a learning strategy based on the metacognitive concept put forward by John Flavell that defines Metacognitive as the ability of individuals to manage their cognitive processes independently. By applying metacognitive strategies in the learning process, students are trained to get used to planning, controlling, and evaluating their thought processes in learning so that they are increasingly honed critical thinking skills as well as creative thinking skills. This ability is important to master so that students can have a sense of responsibility towards their own learning. This metacognitive reading framework should be familiar to teachers who integrate the process before reading, at the time of reading, and after reading on the process when teaching learners effective understanding strategies. Teachers are also encouraged to use metacognitive strategy models, as students can learn how to use them independently. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, metacognitive strategies help learners to use the right strategies in solving problems in reading and help students to stop their dependency using a dictionary. Metacognitive strategies train a person in learning by putting forward Higher Order Thinking Skills in reflective learning schemes

Effect of CALLA metacognitive strategy instruction on reading comprehension and reading awareness

This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.

Developmental Changes in Metacognitive Strategy in Japanese Elementary School Children

This study investigated developmental changes in metacognitive strategies during elementary school years and examined the effects of intrinsic motivation on metacognitive strategies. A total of 113 Japanese elementary school children participated in a three-year longitudinal survey with eight times measurement occasions. Multilevel modeling analyses showed that metacognitive strategies would linearly increase over three years. Intrinsic motivation was also related to metacognitive strategies in two ways: the initial status of intrinsic motivation was associated with the average level of metacognitive strategies. Further, the deviations from the baseline of intrinsic motivation were related to changes in metacognitive strategies. This suggests that intrinsic motivation impacts the development of metacognitive strategies.

THE USE OF READING STRATEGIES IN ACADEMIC READING BY INDONESIAN LEARNERS

This case study explores the Indonesian learners' reading strategies and identifies high and low-group learners' reading strategies. Semi-structured interviews, questionnaires, and open-ended questions were triangulated for validity and reliability data. Several findings were revealed. The Indonesian learners read critically and varied through cognitive, metacognitive, and affective strategies. They applied more cognitive strategies than metacognitive and affective strategies, which was less helpful and less encouraged to think critically. Technology advances, self- concept, and time have affected the strategies used. High and low-group learners also read differently in terms of cognitive, metacognitive, and affective strategies. The high group learners read efficiently, critically with various reading strategies, while the low group learners are more literal, attractive, but straightforward, and specific in reading strategy. This implied that students need to be facilitated with proper reading strategies and reading facilities and use metacognitive strategy to enable critical thinking and affective strategy to overcome anxiety, fear, and relaxation. The socio-cultural strategy needs to be used by learners to reach the four skills required by the Indonesian new curriculum. Meanings were shaped by social interaction and cultural context, which then created fun learning and a conducive learning environment.

The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo

The Rungus are the indigenous people in Sabah, Malaysia. Malay as a second language and the primary instruction in schools seems inevitable. The study aims to determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary. Participants consisted of twenty-six Form Four Rungus tribe pupils from Kudat Sikuati II Government Secondary School. The study used an ex-post facto research design. The researchers employed cognitive and metacognitive strategy questionnaires and two reading comprehension tests on L2 textual content and vocabulary. The researchers applied Cronbach alpha reliability statistics, paired sample test, and regression analysis. The study indicates that the L2 reading comprehension test on textual content and cognitive strategy were linearly related. Also, the factors related to L2 vocabulary in the reading comprehension test and metacognitive strategy are statistically significant. There is a very substantial relationship between past knowledge and reading comprehension among the participants. This study found that the use of cognitive strategies facilitates L2 reading comprehension with first language translation. The participants use translation strategies at a high level. However, they often use the metacognitive strategy more than the cognitive strategy. There is a significant positive relationship between metacognitive awareness and high-skilled readers’ performance. Low-level skilled readers choose the cognitive strategy. Meanwhile, the regression analysis between the L2 reading comprehension test on textual content and cognitive strategy revealed a positive association (β=.435) that is statistically significant (p<.05). The regression analysis between the L2 reading comprehension test on vocabulary and metacognitive strategy indicated a positive association (β=.440) and statistically significant (p<.05). Reading strategies facilitate students to understand the text, thereby improving their reading comprehension tasks. In addition to demonstrating positive implications on teaching students to read a second language, the findings are essential for teaching Malay language vocabulary. The schema theory employed in the study implicates that reading comprehension performance is generated from the interaction between top-down strategy (metacognitive) and bottom-up strategy (cognitive). A large-scale study could potentially reveal the use of translation strategy as a strategic trait associated with high-achievement readers or is, in fact, a bilingual additive.

From Pandemic to New Normal: Portraying EFL Graduates’ Metacognitive Strategy in Thesis Writing

The recent paper aims to figure out how students apply their metacognitive strategies of thesis writing in the COVID-19 pandemic. This study employs an explanatory case study design with 13 English As a Foreign language (EFL) graduates of an Indonesian university involving in this study. Questionnaires and semi-structured interview methods were used for collecting information. The data were then qualitatively analyzed using Miles, Huberman, and Saldana interactive model. The findings indicate that individual differences and thesis supervisors' involvement stimulated varied metacognitive strategy use in thesis writing. The challenges, inefficient time management, supervision system, technological issues, and negative disruptive emotions were attributed to delayed thesis completion in the pandemic. It indicates that the metacognitive experience represented by negative psychological factors profoundly affects students’ metacognitive strategies. Hence, promoting students' positive affective states are essential to achieve the expected writing outcomes.

Metacognitive Strategy Training Is Feasible for People With Aphasia

Metacognitive strategy training shows promise for reducing disability following stroke, but previous trials have excluded people with aphasia. Considering the high incidence of poststroke aphasia, it is important to determine whether people with aphasia can benefit from strategy training. The purpose of this study was to determine the feasibility of an adapted strategy training protocol for people with aphasia. We recruited 16 adults with mild-moderate aphasia from inpatient stroke rehabilitation. We examined recruitment and retention, intervention delivery and fidelity, participant engagement and communication, participant strategy mastery, and change in disability. Therapists demonstrated good fidelity to intervention elements. Participants demonstrated good engagement and fair communication. The sample achieved a mean Functional Independence Measure change of 21.8 ( SD = 16.2, Cohen’s d = .95), similar to matched controls without aphasia from previous trials. An adapted strategy training protocol appears feasible for people with aphasia in inpatient stroke rehabilitation. Future studies should examine the efficacy of this approach in larger samples.