2 th International İstanbul Scientific Research Congress on Humanities and Social Sciences Proceedings Book (original) (raw)
Related papers
Journal of Modern Research in English Language Studies, 2017
Research has showed a positive relationship between metacognitive knowledge and success in reading comprehension. Thus, it is important to be aware of metacognitive strategy use in reading comprehension. This study was intended to explore metacognitive strategies in reading academic texts among more and less proficient English university student readers. To this end, 75 English as a foreign language (EFL) students (including 45 more proficient and 30 less proficient students), who were selected nonrandomly from two universities, participated in this mixed-methods study. To collect data, the Survey of Reading Strategies and the Test of English as Foreign Language were administered to them. Also, to elicit how they utilize the metacognitive strategies, five more proficient and five less proficient EFL readers were asked to undertake think-aloud tasks. Results of quantitative (t-tests) and qualitative data analysis showed that there were significant differences between the metacognitive strategies used by more and less proficient readers. More proficient readers reported using the strategies at a high frequency level overall, but less proficient readers reported using them at a moderate frequency level. More proficient readers preferred to use problem-solving strategies followed by global strategies, whereas less proficient ones preferred to use problem solving strategies followed by support strategies. In addition, the results of think-aloud indicated that the more and less proficient readers" methods of employing metacognitive strategies differed, to some extent, from each other in quality of use. The findings provide implications for low proficiency EFL readers who intend to improve their reading comprehension and learning autonomy.
A Survey Study: The Correlation between Metacognitive Strategies and Reading Achievement
Theory and Practice in Language Studies
The aim of this research is to reveal the effect of metacognitive strategies on students' reading achievement. The research employed a quantitative approach with survey research. The data of metacognitive strategies were collected by means of questionnaires and scores of reading achievement used test. The data were analyzed by using correlation product moment (r). The finding of the research showed that the coefficient correlation of Product Moment (r) = 0.721 with the sig. 0.000<0.05 and explained that there was a correlation between metacognitive strategies and reading achievement of undergraduate students. The result of the research implied that the students should increase the understanding of metacognitive deeper to help them understand English text books better.
European Journal of Contemporary Education
Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.
International Journal of Arts Humanities and Social Sciences Studies, 2020
Comprehension is the reason for reading, and vocabulary plays a significant role in comprehension. The application on how to adopt metacognitive domain into classroom of reading comprehension is significant to the role of learners. The question is reading instruction best promotes the development of comprehension and vocabulary. Considering the following reading comprehension with metacognitive process, this will allow students understanding in the extent to which learners will achieve their reading skills and possess proficient learners of English. This study will shed some light on integrated approaches in the reading classroom. The further investigation will need to conduct on others' skill of English-writing, speaking and listening in order to see students' achievement in the long term.
International Education Studies
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 ...
A Study of The Relationship between Metacognitive Reading Strategies among Undergraduates
International Journal of Academic Research in Business & Social Sciences, 2023
Reading is a fundamental skill in language learning for learners to produce: write and speak the target language. In order to perform successfully in academic and professional settings, learners are required to learn new knowledge by reading and comprehending the written texts extensively and effectively. Nevertheless, poor reading literacy rate, performance and struggling readers are evidently some reading problems among second language learners and to better comprehend learners' difficulties this study explored learners' perceptions on their usage of metacognitive reading strategies. 109 undergraduates of a Malaysian university responded to the survey for this quantitative study. The study found that global reading strategies, problem solving strategies and support reading strategies were employed in reading tasks and the relationships between strategies were strong indicating that planning before reading, monitoring reading progress, solving issues and relying on support or help during reading are strategies used in reading tasks. Thus, this suggests that background knowledge or pre-reading activities and guidance are critical for learners to be able to complete reading activities well.
Acta Paedagogica Vilnensia
The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI 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 master students’ usage of MRS in EFL academic reading activities.
Metacognition and reading: Investigating intervention and comprehension of EFL freshmen in Turkey
Procedia Social and Behavioral Sciences, 2014
This study investigated the impact of a metacognitive reading strategy training programme (METARESTRAP) on metacognitive reading strategies and reading comprehension. The quasi-experimental study was conducted with 93 freshmen in the English Language Teaching Department of Canakkale Onsekiz Mart University. After pre and post reading tests and a metacognitive reading strategy questionnaire were administered, the six-week METARESTRAP was implemented. The results demonstrated that METARESTRAP significantly fostered reading comprehension skills by providing awareness of metacognition along with declarative, procedural, and conditional knowledge about metacognitive reading strategies. It can be concluded that METARESTRAP worked well specifically for matching- type cohesion, coherence, text structure, and global meaning questions along with multiple- choice-type main idea, opinion, detail, and reference questions.
Procedia - Social and Behavioral Sciences, 2016
The aim of this study is to investigate the role of metacognitive activities on university level preparatory class EFL learners' reading comprehension. The research was conducted in one of the foundation universities in Ankara, Turkey in the fall term of 2015-2016 academic year. It was designed as an action research study to improve the efficiency of reading lessons in the institution, and two existing B level prep classes were taken as experimental (n:19) and control groups (n:14). In both groups, related vocabulary was introduced prior to giving multiple choice reading test consisting of ten questions, but in the experimental group the learners were also exposed to metacognitive strategies (Socratic circle and shape shifting) as pre-reading activities. Then, an interview study was conducted with 3 randomly selected students from the experimental group to learn how they felt during these activities. The data collected from the reading comprehension text was analyzed statistically and the results showed that the experimental group students slightly outperformed the control group students. This research concludes that significant results can be attained if metacognitive strategies as pre-reading activities are integrated more frequently into reading lessons.
This review study contributes in identifying metacognitive strategies through students’ reading comprehension. Different studies presented teachers to become reflective in terms of applying teaching methodology for developing reading skills, metacognitive strategies in reading, and comprehending the text properly. The contributions of this review study will identify metacognitive skills as an input to design materials based on reading comprehension. This review study is a fundamental research in the domain of cognition, metacognition, and reading comprehension. The researchers reviewed journal papers, and theses in the relevant field. The studies indicate that the contributions of metacognitive strategies of students’ reading comprehension is significant. Findings also reveal that teachers play pivitol role to develop reading comprehension abilities among students at all levels. The results will be a guideline to design syllabus that include metacognitive strategies in learners’ reading comprehension.