Can ESL Teachers Teach Reading Metacognitive Strategies (original) (raw)
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MA Thesis: Can ESL Teachers Teach Reading Metacognitive Strategies?
Graduate College. iv DEDICATION I dedicate this humble work to: • My country of Morocco; • My dear parents who taught me how to cherish learning and education. Their belief that education is a priority of all priorities is part of my every-day life; • All the teachers who made my journey of learning in education pleasurable; • To my students in Al-Maarifa High School in Agadir, Morocco, who helped me discover the real meaning of the classroom; • Boise State University and the people of Idaho for being a welcoming host during my stay in Boise; and to • Every individual who believes that education is the backbone of any societal change. v ACKNOWLEDGEMENTS Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in mind and heart. Many thanks to my dear parents, sister Imane, and brothers Rachid, Abdelali, and Hicham. I also owe gratitude to my country, Morocco, and all the teachers who helped me reach this stage of education.
Journal of English Education and Linguistics Studies, 2019
Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.
Exploring Metacognitive Reading Strategies Used by Low and High Proficiency Form Three Esl Students
Journal of Nusantara Studies (JONUS)
Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students. Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group. Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the resp...
Empowering ESL Readers with Metacognitive Reading Strategies
Procedia - Social and Behavioral Sciences, 2012
Reading is regarded as one of the essential skills for learners wanting to attend university. Many researchers believe that readers need to be aware of and employ effective reading strategies in order to be able to read accurately the information from print and beyond. In the academic context, reading involves numerous activities such as understanding and remembering ideas, identifying and selectively attending to important information, monitoring comprehension and learning, synthesizing information as well as critically evaluating a text. As readers, they interact with the text and their strategic actions lead them to effective reading comprehension. Strategic knowledge (metacognition) and monitoring of the comprehension processes is an important aspect in skilled reading. Previous studies have evidence that indicated many second language learners are ill-equipped to handle the academic reading demands. One of the most cited reasons is that these learners are not making full use of their own cognitive process or metacognition to regulate their reading abilities. This paper aims to explicate the metacognitive reading strategies employed by a group of EFL undergraduates when reading academic texts at a public university. A quantitative research design is used to collect data from a group of 41 respondents. A questionnaire which consists 30 items that are categorized into 3 components: global reading strategies, problem-solving strategies and support reading strategies are used as the main research instrument. Data is analysed quantitatively. The findings showed that there is a range of moderate to high level of metacognitive strategy use among the undergraduates. The overall mean scores for all the three categories are Global (M= 3.73) Support (M= 3.38) and Problem solving (M= 4.10). The findings showed that the respondents are conscious of their process of constructing meaning from the reading text. They are able to utilize a wide array of these reading strategies to achieve comprehension. These findings support many other studies which assert that effective L2 readers, like their native counterparts, are aware of a multitude of metacognitive reading strategies available for use and these strategies will eventually helped them to become skilled readers.
2017
Metacognitive reading strategies and conscious attention to reading are some of the main contributors to language learners’ reading comprehension because readers can become autonomous if they are aware of which strategy works for them to accomplish their goals faster. In this study, the researcher investigated the reported use of intermediate ESL students’ metacognitive strategies and how frequently these participants reported to use metacognitive strategies. Correlational analysis investigated whether there was any relationship among reported metacognitive reading strategy choice and participants’ reading placement scores of the adult intermediate English learners when reading a text in English. Thirty-nine participants (N = 39) filled out the Survey of Reading Strategies (SORS) to identify their reported choice of metacognitive reading strategies. There were 3 strategy subscales or factors; Global Reading Strategies, Problem Solving Strategies and Support Reading Strategies. A cor...
Ars Artium, vol. 12, 2024
The application of metacognitive strategies incorporated in Barry J. Zimmerman's SRL method for the task of reading by less proficient English Honours students yielded promising results in a case study undertaken in an undergraduate classroom of Haryana. The usage of metacognitive strategies for improvement in reading skills by below average less proficient ESL students remains an under researched field. This paper shows that less proficient ESL students of Haryana, a northern state of India, find reading for a semester in English Honours quite challenging. It was observed during the case study of four less proficient ESL English Honours students in a university of Haryana that when, with the motivation and guidance of the teacher, these very students were encouraged to consciously apply metacognitive strategies included in above mentioned SRL method, learning outcomes for reading proficiency significantly improved. This can be deduced to mean that the incorporation of metacognitive strategies for long reading assignments by ESL students can lead to better learning outcomes.
Metacognitive In Reading: The Awareness of Less Proficient EFL Learners on Reading Strategies
Metathesis, 2019
This article addresses the profiles of metacognitive reading strategies used by less proficient EFL learners in one public university in the east of Indonesia. Data were collected from 54 undergraduate students using MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaire. The questionnaires were analyzed using descriptive and inferential statistics which revealed the level of metacognitive reading strategies used by the less proficient EFL students. The analysis found that there is a high level of using Support Strategy (M=3.92, SD=1.22) and followed by Problem Solving Strategy (M=3.91, SD=1.1) and a medium level of using Global Strategy (M=3.39, SD=1.05). The finding revealed the lack of reading strategy instruction that concern the global analysis of the text. The results suggest that the less proficient EFL students need to generate their metacognitive level on global analysis strategies to improve their reading comprehension.
Primary Teachers` Metacognitive Awareness Of Reading Strategies
The European Proceedings of Social and Behavioural Sciences, 2019
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