Metacognitive awareness of TOEFL reading comprehension strategies

Dilyana D Sungatullina,Ekaterina O Zalyaeva,Yuliya N Gorelova,H Çalişkan,E Masal,I Önder,Ş Beşoluk

doi:10.1051/shsconf/20162601046

Abstract

The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.

Highlights

The rising demand for exchange and mobility programs as well as double diploma opportunities offered by many leading universities all over the world are becoming a growing concern and major challenge for education policymakers and researchers [2, 12] worldwide as it plays an increasingly important role in creating global educational environment [8, 13, 14 and 15] highlighting the importance of ESL (English as a Second Language) proficiency.language skills: reading, listening, speaking and writing
A number of issues in the field of global academic reading strategies metacognitive awareness have been analyzed and discussed [4, 5, 6, 16, 19] much remains to be done in the field of context clues reading strategy implementation for TOEFL iBT preparation
To investigate the significance of a test-taker’s context clues reading strategy metacognitive awareness, first, three groups of students were exposed to the challenge of an argumentative text reading comprehension

Summary

Introduction

The rising demand for exchange and mobility programs as well as double diploma opportunities offered by many leading universities all over the world are becoming a growing concern and major challenge for education policymakers and researchers [2, 12] worldwide as it plays an increasingly important role in creating global educational environment [8, 13, 14 and 15] highlighting the importance of ESL (English as a Second Language) proficiency.language skills: reading, listening, speaking and writing. Reading comprehension section being one of the largest and complex, includes a variety of text types as well as various task designs. The problem is more acute due to the fact that texts presented are deprived of subject-specific familiarity to avoid any advantageous environment for certain groups of test-takers. The majority of tasks are concentrated on the following purposes: reading to find information, reading for basic comprehension, reading to learn, reading to integrate information across multiple texts. Not the context knowledge itself, but the ability of test-takers to use the clues, which underlie any context is of a primary and detailed research. A number of issues in the field of global academic reading strategies metacognitive awareness have been analyzed and discussed [4, 5, 6, 16, 19] much remains to be done in the field of context clues reading strategy implementation for TOEFL iBT preparation

Objectives

Methods

Results

Conclusion