Metacognitive In Reading: The Awareness of Less Proficient EFL Learners on Reading Strategies (original) (raw)
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Procedia - Social and Behavioral Sciences, 2014
Despite massive development of research on metacognitive reading strategies in different contexts and with various learner characteristics, still little has been reported about profiles of metacognitive reading strategies of less proficient learners. This paper addresses the profiles of metacognitive reading strategies of the less proficient EFL learners in Indonesia based on a case study research conducted at English Department, Hasanuddin University. Data were gathered from forty (40) less proficient learners using MARSI questionnaire (Metacognitive Awareness Reading Strategy Inventory) that has been used in both English as a second and foreign language contexts. The questionnaires were analyzed using descriptive and inferential statistics which showed the level of metacognitive awareness on the three sub-scales of the inventory. Findings showed that there is a high level of metacognitive awareness for the Problem Solving Strategy (M=3.62, SD=0.57) but only at medium level for both Global (M=3.16, SD=0.61) and Support Strategy (M=3.24, SD=0.71). The finding warrants emerging needs of the reading strategy instruction that concerns the global analysis of the text as well as the use of outside reference materials in order to generate their metacognitive awareness to improve their proficiency level.
2017
Abstract: This exploratory study seeks the effects of metacognitive awareness of reading strategies on reading comprehension skills of Turkish EFL students. To do so, a total of 82 freshman EFL students have responded to a 30-item questionnaire of Metacognitive Awareness Reading Strategies Inventory (MARSI) developed by Mokhtari and Reichard (2002). The MARSI comprises three dimensions: Global, Problem Solving, and Support. The results have indicated that the students frequently use these dimensions while they are reading texts to varying degrees. In addition, results have indicated that there is an overall significant relation between MARS and students reading skills in terms of achievement. High successful ones prefer utilizing their problem solving strategies (M=3.95) more than the other two (M=3.80 for Global; M=3.56 for SRS). As to the gender, the results have shown no significant difference between male and female EFL students in general. However, they only differ in PSS, whic...
JURNAL ILMU BUDAYA, 2018
The ability to read in English as a foreign language is very important for senior high school because it will affect their productive skills such as writing and speaking. The objective of this research was to present the profiles of metacognitive reading strategies of successful and unsuccessful EFL learners of high school at SMA Negeri 1 Pamboang. The address of reading strategies is expected to provide useful information both for students and teachers secondary school. At least, the information about strategies can improve the quality of education especially in teaching reading as a core subject. The current study reports an investigation of EFL learners profiles of metacognitive reading strategies in Indonesian context. This exploratory paradigm was an attempt to reveal what level of metacognitive awareness of both successful and unsuccessful learners at the senior high school level. The study was carried out at SMA Negeri 1 Pamboang, Majene Regency and employed quantitative and ...
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,...
Open Journal of Modern Linguistics
The purpose of the present study was to explore the relationship between EFL learners' metacognitive reading strategies use and their reading comprehension achievement. To fulfill this objective, 120 Iranian EFL students studying at Shahid Bahonar University of Kerman and Valiasr University of Rafsanjan took part in this study. The participants were selected from among senior BA students majoring in English Literature and English Translation. In order to obtain the required data, two instruments were utilized: survey of reading strategies by Mokhtari and Sheorey (2002) and a TOEFL reading comprehension test chosen from the materials officially printed by Educational Testing Service (2003). After collecting the required data, the statistical procedures were done using SPSS version 18. The findings of this study revealed that there was a significant positive relationship between the use of overall metacognitive reading strategies by the participants and their reading comprehension achievement.
The Use of Metacognitive Strategies in EFL Reading Comprehension
Proceedings of the First International Conference on Administration Science (ICAS 2019), 2019
The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring ELT students, Faculty Education, and Teacher Training UIN Walisongo Semarang. There is only one class which administered to this study. It consists of fortythree students; ten male and there are thirty-three female ones. First of all, metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In other words, metacognitive strategies are steps take for improving their language performances. Based on the MARSI (Metacognitive Awareness of Reading Inventory) questionnaire, three categories are being scored in metacognitive strategies. They are global reading strategies, problem-solving strategies, and support reading strategies. The result shows that academic learners mostly apply problem-solving strategies, followed by global reading strategies, and support reading strategies.
A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers
This study investigated whether there are any significant differences between EFL and ESL readers in metacognitive reading strategies when they are reading academic texts in English. One hundred and ninety undergraduate students (96 Iranians and 93 Indians) completed an instrument designed to measure the students' metacognitive awareness of reading strategies after performing a reading comprehension test. The result of this study indicated that the subjects in both groups reported a similar pattern of strategy awareness while reading academic texts although the two student groups had been schooled in significantly different socio-cultural environments. Regarding the difference existing among both groups, Indians reported more awareness and use of global support and total metacognitive reading strategies. Iranian students reported no significant difference in using problem-solving reading strategies. These findings explain some of the differences and similarities between EFL and ESL readers by employing metacognitive strategies in both contexts.
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.
Al-Lisan
This study aimed to investigate how metacognitive reading strategies correlate with EFL learners’ achievement. Three types of metacognitive reading strategies were measured in this study, namely: global reading strategies, problem-solving reading strategies, and support reading strategies. The data collection was conducted with 56 participants from an ESP reading class at a private university in Yogyakarta. This study found that problem-solving reading strategies and global reading strategies correlated positively with students’ achievement, while support reading strategies correlated negatively with their achievement. However, those correlations were not statistically significant. Therefore, it indicates insufficient evidence to suggest that the same correlations also happened in the population or that the observed correlations might have occurred by chance. Despite the correlations not being statistically significant, in this research, the participants were sampled from the popula...
Journal of Governance and Innovation, 2019
Metacognition is an integral part of effective reading. Expert readers and highly skilled readers use specific metacognitive strategies before, during, and after reading to aid their comprehension and understanding of the texts read. The behaviors that good readers use helps them to construct meaning while reading, makes evaluations of text, and make connections with prior knowledge and experiences. Metacognitive strategies increase a reader’s ability to construct meaning and to evaluate the text he or she is reading. In spite of its importance, the metacognitive strategy has long been the ignored strategy in English language teaching and learning in Bangladesh. The present study attempts to find out whether the EFL teachers and students have the awareness that metacognitive reading strategy enhances EFL students’ reading comprehension. The article describes the development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers’ metacognitive awareness and perceived use of reading strategies while reading academic or school-related materials. There were 3 strategy subscales or factors: Global Reading Strategies, Problem-Solving Strategies, and Support Reading Strategies. The reliability and factorial validity of the scale will be demonstrated. In addition, directions for administering and scoring the instrument will be provided, and suggestions for interpreting the results obtained will be offered. Finally, the scales' implications for reading research and instruction will be discussed. Keywords: Meta-cognitive competence, meta comprehension ability, reading strategy