Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance (original) (raw)
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European Journal of Education Studies
This study investigated the relationship between cognitive and metacognitive strategy use and EFL reading test performance among EFL university learners in Thailand. One hundred ninety-nine non-English major students voluntarily participated in this cross-sectional research design. The five-point Likert Scale questionnaire was employed to collect learners’ test-taking strategies after they had completed the EFL reading test. The semi-structured interview was then used to gather qualitative information from ten volunteers to better understand the strategy use during an EFL reading test. Descriptive and inferential statistics were applied to analyze the data. The results showed significant relationships between the applications of cognitive strategies and metacognitive strategy executions. However, the analysis of the results indicated no significant correlations between cognitive and metacognitive strategy use and reading test performance. Concerning qualitative data analyses, the re...
Iranian Evolutionary and Educational Psychology
Research on reading comprehension suggests that successful readers are metacognitive. In foreign language contexts, the role of metacognition is more vital. This study sought to investigate the relationship between metacognitive reading strategy awareness and use, and reading comprehension of Iranian English as a foreign language (EFL) learners. In so doing, a non-experimental, correlational design was used. The participants included 238 male and female EFL university students in two central provinces of Iran. The sampling method was convenience sampling. To collect the data, Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the reading comprehension section of Cambridge Michigan Language Assessment (MET) were utilized. Data analysis was conducted using Structural Equation Modeling (SEM). The results of SEM analysis revealed that there are not significant causal relationships between global (GLOB) reading strategy and reading comprehension, and between supportive (SUP) reading strategy and reading comprehension. However, there was a significant causal relationship between problem-solving (PROB) reading strategy and reading comprehension. According to the results, the covariance among all four latent factors were invariant across gender. Moreover, there was no relationship between gender and reading strategy awareness and use. Pedagogic implications stemming from the findings have resonance for teaching reading comprehension.
2018
It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researchers carry out the investigation to substantiate the existing findings. This study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objective of this research is to explore the higher secondary-level EFL learners’ metacognitive awareness of strategy use in EFL reading comprehension, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess moderate awareness of reading strategies, and their perceptions of effe...
Metacognitive Strategies and Reading Comprehension Enhancement in Iranian Intermediate EFL Setting
International Journal of Linguistics, 2012
This study examined the relationship between metacognitive strategy instruction and reading comprehension enhancement. Metacognitive strategies are something potentially important in learning a foreign language (Larsen Freeman 1991). In this study, an attempt is made to investigate the effects of metacognitive strategies on enhancing reading comprehension in Iranian intermediate learners of English. For this purpose, 70 English major students studying at Isfahan Payam-Noor University were invited to take part in a reading comprehension TOEFL test (2007 version) to homogenize them then a total number of 40 participants whose scores were within the range of one standard deviation below and above the mean were divided into two groups of experimental and control. Participants in experimental group received twelve sessions of two hour classes, every other week, on reading comprehension instruction as well as metacognitive strategies while the control group remained intact and the regular process of reading instructions went on. In order to see if there was a significant
This study attempts to measure the effect of the implementation of cognitive and metacognitive reading strategies on reading ability of second year high school students who were bilinguals and monolinguals. In order to address these issues, a quantitative study was conducted on 193 EFL bilingual and monolingual students who were randomly selected from some high schools of Markazi province (Arak and Farahan). To meet the mentioned aims, subjects were given English proficiency test, reading comprehension test, cognitive and metacognitive strategies questionnaire By utilizing t-test and ANOVA revealed that there would be statistically significant differences between the above-mentioned subjects as follows: 1-There wasn " t meaningful difference between female bilingual and female monolingual learners in using cognitive and metacognitive strategies. 2-There was meaningful difference between male bilingual and male monolingual learners in using cognitive and metacognitive strategies. 3-Gender didn " t have significant effect on using cognitive and metacognitive strategies in EFL learners " reading comprehension ability.
Studies in Second Language Learning and Teaching
Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusiv...
Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh
Journal of ELT Research
It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results ...
International Journal of English Linguistics
The study measured the awareness and use of metacognitive reading strategies among English as a foreign language (EFL) students at a medical college in Kuwait. The college offers a four-year Bachelor of Science in Nursing (BSN) and a two-year Associate Degree in Nursing (ADN). Data collection involved distributing the Metacognitive Awareness of Reading Strategy Inventory (MARSI) online through Google Forms to a sample of 80 students (Mokhtari & Reichard, 2002). Data were analyzed for strategy use, variations in strategy use between the BSN and ADN students, and the most and the least frequently-used strategies by the participating students. Microsoft Excel software generated the means, percentages, rankings, and standard deviations of strategy use. Findings indicated that the participating students were overall highly aware of metacognitive reading strategies. Moreover, the results showed that while the participating students were high users of problem-solving and global strategies,...
This study attempts to measure the effect of the implementation of cognitive and metacognitive reading strategies on reading ability of second year high school students who were bilinguals and monolinguals. In order to address these issues, a quantitative study was conducted on 193 EFL bilingual and monolingual students who were randomly selected from some high schools of Markazi province (Arak and Farahan). To meet the mentioned aims, subjects were given English proficiency test, reading comprehension test, cognitive and metacognitive strategies questionnaire By utilizing ttest and ANOVA revealed that there would be statistically significant differences between the above-mentioned subjects as follows: 1-There wasn"t meaningful difference between female bilingual and female monolingual learners in using cognitive and metacognitive strategies. 2-There was meaningful difference between male bilingual and male monolingual learners in using cognitive and metacognitive strategies. 3-Gender didn"t have significant effect on using cognitive and metacognitive strategies in EFL learners" reading comprehension ability.