The Profiles of Metacognitive Reading Strategies of Successful and Unsuccessful Efl Learners of Senior High School (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.
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...
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.
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...
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
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.
Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency
English Language Teaching, 2019
EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one’s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in ...
The Metacognitive Awareness of Reading Strategies in Thai EFL Learners
2016
This paper explores the metacognitive awareness of reading strategies and the use of reading strategies among Thai EFL learners. Fifteen female university students who are in their fourth-year undergraduate study of English at a Thai university participated in this study. The study used a mixed-method approach. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to investigate the participants’ metacognitive awareness involved in reading. Also, to insightfully assess and analyze the participants’ reading strategies while they were reading the academic texts, a think-aloud protocol was used. The findings reveal that the participants’ overall use of metacognitive awareness of reading strategies (Global, Problem-solving, and Support reading strategies) was at a high level (Mean = 2.85, S.D. = 0.31). Among 30 individual reading strategies, the most frequently used was underlining and circling (Mean = 3.60, S.D. = 0.74), which fall under Support Reading Strategy (SUP). On the other hand, it can be seen that the least frequently used reading strategy was asking self-questions (Mean = 1.93, S.D. = 0.70), under the category of SUP strategies. When considering the appropriate and effective use of metacognitive reading strategies in the think aloud protocol by the participants in successful reading comprehension, it is discovered that using background knowledge, previewing text, reading slowly and carefully, pausing to reflect on reading, taking notes while reading, and summarizing were frequently used the students.
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,...
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...