Exploring Metacognitive Reading Strategies Used by Low and High Proficiency Form Three Esl Students (original) (raw)
Related papers
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.
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 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.
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 ...
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...
International Journal of Education, Psychology and Counseling, 2021
In higher education, reading of academic texts is considered as an essential access to scientific knowledge. Therefore, in this survey study will utilize the inventory of Survey on Reading Strategies Questionnaire (SOR) developed by Mokhtari and Sheory. It is explored to identify the two types of readers: high (HPR) and low (LPR) proficient readers at Form Sixth Cenre of Government School in Sabah, Malaysia. There are three major reading strategies: GLOB (Global), SUPP (Support) and PROB (Problem Solving) strategies. This quantitative approach is done by operating the descriptive (mean and standard of deviation) and inferential (Magnitude of effect) statistics. 250 participants from pre-university students randomly selected to respond to the questionnaire The questionnaire finding revealed that PROB strategy was favoured by both readers. To strengthen scrupulous answer, Effect size had given a better interpretation of the finding. The questionnaire provided all reading strategies to...
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.
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...
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,...