Metacognitive Awareness Of Reading Strategies Research Articles

Metacognitive Awareness of Reading Strategies of Non-Arabic Speaking Learners and Its Relation to Their Self-Efficacy.

Metacognitive Awareness of Reading Strategies of Non-Arabic Speaking Learners and Its Relation to Their Self-Efficacy.

Analytical study of Awareness of Metacognitive Reading Strategies and Reading Comprehension among College Students

The current study investigates first-year college students' awareness of metacognition reading strategies and their capacity to comprehend written content. The research focuses on first-year college students in the district of Shaheed Benazirabad, with data collected from 350 participants using a non-random sampling method, constituting approximately 23.33% of the targeted population. A cross-sectional survey was conducted using two instruments – MARSQ and a reading comprehension passage with literal, inferential, and evaluative multiple-choice questions. Data was processed using SPSS Version 22 in line with the research questions. The results indicate that both genders excel in answering literal questions but face challenges at the inferential level. However, their performance in evaluative questions is unsatisfactory, with both genders scoring significantly low. The analysis of metacognitive strategies reveals a notable emphasis on problem-solving strategies among students, surpassing other strategies. These findings provide valuable insights into the awareness of reading strategies and the overall reading comprehension levels among college students in the studied district.

Implementation of Metacognitive Strategies on Students' Ability to Read English Texts

Reading is one of the crucial language skills for learners, especially when they are learning English. English learners can usually read texts well, but many of them cannot understand the content of the text. This study aims to determine how to implement metacognitive strategies to learn reading skills. Results showed that students had a good awareness of metacognitive reading strategies. However, it did not affect students' reading comprehension test results much. This is because several other factors, such as interest, background knowledge of students, and teachers' role, also significantly influence students' reading comprehension. This study used a case study approach to its analysis. This research demonstrates the efficacy of self-planning, self-monitoring, and self-evaluation as three phases of metacognitive strategy execution. These steps are accomplished via friendly conversation with the pupils. Five pupils in particular shown exceptional levels of motivation, success, self-awareness, and independence in their reading comprehension and other academic endeavours.

Assessing Saudi EFL Learners’ Metacognitive Awareness of Reading Strategies: A Cross-Sectional Study

With extant studies producing inconclusive findings regarding English as foreign language (EFL) readers’ metacognitive strategies, researchers are yet to investigate the perceived metacognitive awareness and use of reading strategies among tertiary EFL learners with varying proficiency levels, an area that has not fully received attention in the Saudi context. Hence, this study investigated differences in the metacognitive reading strategies that Saudi students learning English as a foreign language used when reading English texts to determine whether metacognitive awareness varied across proficiency levels (low, intermediate, and high). The study adapted and administered the Survey of Reading Strategies questionnaire to 260 Saudi English majors and analyzed the data using independent-samples ANOVA across the three proficiency groups, and found how participants varied in their perceived use of reading strategies across global, problem-solving, and support strategy categories. Overall, EFL learners with high-proficiency reported global and problem-solving strategies more often than intermediate- and low-proficient groups did, while low-proficiency group reported using support strategies more often than high- and intermediate-proficiency groups did. The study results also revealed how problem-solving strategies were most frequently reported by study participants, followed by support and global strategies. Subsequently, two major pedagogical implications are discussed: the need for Saudi EFL readers to be exposed to diverse reading strategies to help facilitate their reading comprehension of English texts, as well to reading-strategy instruction, which should emphasize global, problem-solving, and support strategies for Saudi EFL learners with varying reading abilities across different reading tasks.

A mixed method study on the metacognitive awareness of reading strategies used by Saudi EFL students

A mixed method study on the metacognitive awareness of reading strategies used by Saudi EFL students

Metacognitive Awareness of Reading Strategies as Predictors of Reading Comprehension Achievement among Students with Learning Disabilities in Nigeria

Reading is an essential language skill in students’ educational success. However, reports have shown that the most prevalent type of academic difficulties among secondary school students with learning disabilities is reading difficulties. Previous studies focused more on interventions to improve reading comprehension achievement of students with learning disabilities than on the influence of metacognitive strategies on students’ reading comprehension achievement. This study, therefore, investigated the influence of metacognitive awareness of (before, during and after) reading strategies on the reading comprehension achievement of students with learning disabilities in Senior Secondary Schools (SSS) in Ibadan, Nigeria. The study adopted a descriptive research design. A sample of 100 students with learning disabilities was purposively selected from nine SSS in Ibadan, Nigeria. Instruments used were Academic records, Screening Checklist for Suspected Learning Disabilities, English Language Achievement Test, Metacognitive Awareness of Reading Strategies Questionnaire and the Reading Comprehension Test. Data collected were analyzed using the Multiple regression analysis at 0.05 level of significance. There was a joint contribution of the independent variables (metacognitive awareness of before, during and after reading strategies) to reading comprehension achievement (F(3,96)=3.61; R2=0.101). The result also reveals the relative contributions of metacognitive awareness of reading strategies (before, during and after) to the reading comprehension achievement among students with learning disabilities as follows: before (β = 0.25), after (β = 0.23) and during (β = -0.17) reading strategies. The study concludes that metacognitive awareness of (before, during and after) reading strategies influence reading comprehension achievement of students with learning disabilities. It is therefore recommended that students with learning disabilities should be trained on the use of metacognitive (before, during and after) reading strategies for improved reading comprehension achievement.

Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

This study investigated EFL learners’ self-perceived metacognitive strategy use with the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R). Data collection followed two steps. In the first step, 213 EFL learners responded to the inventory twice (before and after a reading comprehension task). In the second step, 81 out of the 213 participants answered an open survey inquiring learners’ perception and changes of perception of metacognitive reading strategy use during the reading process. Results indicate that learners’ self-perceived strategy use changed significantly after performing the reading task. Learners’ feedbacks in the survey show that learners’ self-perceived strategy use might not reflect the actual use of strategies. This inconsistency between self-perceived reading strategy use and the actual strategy use might mislead learners in their foreign language learning. Further empirical studies are needed to validate the instrument and explore classroom instructions that help learners better understand their actual strategy use during the reading process.

The validity and reliability of the Turkish version of revised metacognitive awareness of reading strategies inventory

This study aims to adapt the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI- R) into Turkish. MARSI-R is a self-report instrument designed to assess students’ metacognitive awareness of reading strategies and perceived strategy use when reading school-related materials. 525 students (65% female, 35% male, Mage = 13 years old.) from multiple school types and degrees participated in this study. A stepwise validation procedure was used to translate and produce a Turkish version of the inventory. Evidence of structural and external aspects of validity for the inventory was collected. The 15-item inventory had a three-factor solution (global reading strategies, problem-solving strategies, and support reading strategies), as supported by confirmatory factor analysis. Turkish version scores were positively correlated with students' perceived reading ability, which provides evidence of MARSI-R's external validity. The coefficient of stability was calculated using data from 85 students who took the Turkish version of the MARSI-R twice in a five-week interval. The study’s overall results provided evidence of the reliability and validity of the inventory. According to the results presented in this study, the Turkish version of the inventory can be implemented to assess the students’ metacognitive awareness of reading strategies and perceived strategy use. The findings show that the adapted inventory can be used to obtain valid and reliable results for Turkish lower and upper secondary school students.

Metacognitive Awareness of Reading Strategies among Chinese EFL Tertiary Students for Quality Teaching and Learning

Effective reading skills are often viewed as the foundation to learning a foreign language as it is a ‘comprehensible input’ when learning a language. Therefore, this study aimed to examine EFL tertiary students’ metacognitive awareness of reading strategies. The study was conducted in one provincial university in China, involving 424 EFL students. The study utilised an explanatory sequential research design. Data were collected via a reading test, a questionnaire and interviews. The findings revealed that students possessed medium levels of metacognitive awareness with global and problem-solving strategies significantly affecting EFL students’ reading comprehension performance.

The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

AbstractIn recent years, reading comprehension studies have followed a componential approach aimed at determining the way in which variables interact. However, in L2 academic reading comprehension, this progress is still in its initial stages. With this context in mind, this paper aims to explore the relationship between prior knowledge and L2 reading comprehension by proposing a mediation model that considers L2 vocabulary knowledge and metacognitive awareness as mediating variables. A final sample of 75 Chilean university students with an intermediate level of English was used for the study. The variables measured were prior knowledge, vocabulary breadth, metacognitive awareness of reading strategies, and reading comprehension. Among the findings of this study, we propose a simple mediation model in which vocabulary knowledge functions as a mediator between prior knowledge and reading comprehension. Unexpectedly, the impact of metacognitive awareness was not found to be statistically significant.

Profiling low-proficiency science students in the Philippines using machine learning

Filipino students’ performance in global assessments of science literacy has always been low, and this was confirmed again in the PISA 2018, where Filipino learners’ average science literacy scores ranked second to last among 78 countries. In this study, machine learning approaches were used to analyze PISA data from the student questionnaire to test models that best identify the poorest-performing Filipino students. The goal was to explore factors that could help identify the students who are vulnerable to very low achievement in science and that could indicate possible targets for reform in science education in the Philippines. The random forest classifier model was found to be the most accurate and more precise, and Shapley Additive Explanations indicated 15 variables that were most important in identifying the low-proficiency science students. The variables related to metacognitive awareness of reading strategies, social experiences in school, aspirations and pride about achievements, and family/home factors, include parents’ characteristics and access to ICT with internet connections. The results of the factors highlight the importance of considering personal and contextual factors beyond the typical instructional and curricular factors that are the foci of science education reform in the Philippines, and some implications for programs and policies for science education reform are suggested.

TIMORESE LANGUAGE STUDENTS’ LEVELS OF METACOGNITIVE AWARENESS OF READING STRATEGIES

Reading strategies are crucial in education. This research focused on Timorese language students’ levels of reading strategies. It attempted to answer two research questions; (1) What are the levels of Timorese language students’ metacognitive awareness of reading strategies? and (2) How do Timorese language students apply the reading strategies in their reading experiences? A mixed-method design was adopted. Mokhtari & Sheorey’s (2002) Survey of Reading Strategies (SoRS) was used to collect quantitative data. The findings revealed two high levels; global reading strategies, with a mean value M=3.86, SD=1.1837, and support reading strategies, with a mean value of M=3.79 SD=1.2120. Problem-solving strategies were medium-level, with a mean value M=3.61, SD=1.1718. Highlighting keynotes, using google, discussing, controlling speed were revealed in the qualitative data as adopted reading strategies. Language teachers could use this research to improve language students’ reading strategies, and future researchers should do extensive research to provide more findings.

Exploring the metacognitive reading strategy awareness in promoting students’ reading comprehension skills

The fundamental role of reading comprehension is to promote a successful learning process and to enhance some Meta-cognitive reading strategies that are likely to raise learners' awareness in mainstream education. In this vein, the present paper endeavors to explore the effect of implementing a Metacognitive Reading Strategy on EFL students’ reading comprehension skills. To fulfill this study, the researchers opted for a group of 43 EFL students enrolled in the University of Oran2 as a sampling of this research to answer a structured questionnaire employed to measure students’ Metacognitive reading strategies. The results have shown that EFL students chiefly use problem-solving skills, global reading strategies, and support reading strategies to prop up their reading comprehension. Significant skill, cognitive and Metacognitive strategies form an ideal complement that helps to stimulate reading skills at higher-level complexity and L2 proficiency in general. Keywords: EFL; Meta-cognitive; problem-solving skills; reading comprehension; reading strategies.

Examining the Relationships Between the Attitudes Towards Reading and Reading Habits, Metacognitive Awarenesses of Reading Strategies and Critical Thinking Tendencies of Pre-Service Teachers

The purpose of this study was to explore the relationships between the attitudes towards reading and reading habits, metacognitive awarenesses of reading strategies and critical thinking tendencies of pre-service teachers. Two hundred and six pre-service teachers who continue their education in various departments of Faculty of Education at Afyon Kocatepe University were the participants of the study. In this study, which employed predictive correlational research design, structural equation modeling was used to test the hypotheses about direct or indirect relationships between the attitudes towards reading and reading habits, metacognitive awarenesses of reading strategies and critical thinking tendencies. According to the findings of the study, the attitude towards reading had a positive and significant impact on attitude towards the reading habit and metacognitive awareness of reading strategies, and metacognitive awareness of reading strategies had a positive and significant impact on critical thinking tendency. On the other hand, given the attitude towards reading’s influence on critical thinking tendency, it was determined that the mediation role of the metacognitive awareness of reading strategies was meaningful. Given the attitude towards reading habit’s influence on critical thinking tendency, it was determined that the mediation role of the metacognitive awareness of reading strategies was meaningful.

Reading Strategies of Male and Female Pakistani ESL Undergraduates in the Context of Reading Indigenized Academic Texts

This study explores differences between 110 male and female Pakistani ESL undergraduates of a southern Punjab university as regard to their MCAP of reading strategies in the context of reading indigenized academic texts in English. MARSI was employed as the main instrument for data collection in this study. Collected data were analyzed through SPSS version 22. T-tests were conducted. Findings reveal that male and female ESL Learners gave mixed responses as far as their MCAP of individual reading strategies related to each subscale was concerned. However, females as compared to the males showed better response in collective strategy use for each of the three subscales of MARSI as well as for overall reading strategies (ORS). In the end, some recommendations were made by the researcher for future research in relation to the domain of metacognitive awareness of reading strategies for ESL Learners.

EFL University Students’ Metacognitive Awareness of Reading Strategy and Its Correlation with Their Reading Comprehension

Metacognitive awareness of reading strategy has a tremendous impact on the educational process, especially in acquiring a second language. It is concerned with not only what they suggest about how students organize their interactions with the context, but also with how they might employ the strategies that are still relevant to reading comprehension effectiveness. However, the EFL learners are still having a lack using metacognitive awareness of reading strategies significantly because of unknowing and inadequate understanding of what reading strategies to use, how and when to use them appropriately. Hence, the present study is attempted to locate the relationship between EFL learners’ metacognitive awareness of reading strategy and reading comprehension. A quantitative study, with 60 EFL students as participants, was conducted by using a questionnaire, and reading comprehension score to discover the level of EFL students’ Metacognitive Awareness of Reading Strategy. Those are the Metacognitive Awareness of Reading Strategy Inventory - revised (MARSI-R) and the Test English Proficiency (TEP) to discover the level of EFL students’ metacognitive awareness. The result of this study showed that 49 participants (mean 3.5 – >3.5), categorized as high group levels, and 11 participants (mean 2.5 – 3.4), categorized as moderate group levels. This research also revealed that the most strategies used by EFL learners found using PRS (Problem-solving strategies) M = 3.99; GRS (Global reading strategies) M = 3.98; and, SRS (Support reading strategies) M = 3.65. For the result of the Spearman Rho Coefficient showed that there is no correlation between EFL learners’ metacognitive awareness of reading strategy and reading comprehension (ρ value = .986).

Investigating Metacognitive Reading Strategy Awareness of Saudi Tertiary Students: Comparisons of Gender, Reading Ability and Year Level

Investigating Metacognitive Reading Strategy Awareness of Saudi Tertiary Students: Comparisons of Gender, Reading Ability and Year Level

Istirâtîjiyyât al-Wa’yi al-Mîtâ’irfânî Al-Qirâî li al-Muqarrarât ad-Dirâsiyyah ladâ Muta’allimî al-Lughah al-‘Arabiyyah Lughah Tsâniyyah

This study aimed to investigate the students' strategies of the metacognition awareness for the academic texts reading. The study was attended by (31) students of different nationalities, in the third and fourth levels. To collect the data, we used a questionnaire containing (31) items, divided into three categories: general reading strategies, problem-solving strategies and support strategies. The data collected has been analyzed by using SPSS. The results shown that, the problem-solving strategies came with the highest arithmetic mean value with (3.62), then the support strategies to a height degree of (3.54) mean value, and finally, the global reading strategies, with a medium mean degree of (3.39). The overall results, which came to a large height degree (3.51), indicate that the students' awareness of metacognitive reading strategies is to a high degree. Regarding to the results, the study recommend researcher to conducting a similar study on the female student, individually, or in partnership with the male students, to find out which gender is more aware of metacognitive-reading strategies.

Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers

In education, the functions of reading, among others, are to access knowledge, to synthesize information, to evaluate arguments, and to learn new subjects. It is believed that successful readers employ various and proper reading strategies to comprehend a text. To examine the use of the metacognitive strategies in academic reading comprehension, this study investigates the reading performance and the major reading strategies of twenty-five vocational Indonesian lecturers from various institutions as the research respondents. Two research instruments were used: Reading Comprehension Test to obtain the data of their reading performance, and Survey of Reading Strategies (SORS) to identify their preferred reading strategies. The research finding indicates that the respondents had varied levels of English reading performance. The result also shows that out of the three sub-categories of metacognitive reading strategies, problem-solving strategy was the most frequently used strategy, followed by global strategy and support strategy respectively. Further statistical calculation, however, proves that there was no significant difference in the overall and the three sub-categories of metacognitive reading strategy use between the high and low achievers. There is no significant relationship between the metacognitive reading strategies and reading performance of the participants.

The Analysis of the Relation Between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers

The study's major goal was to analyze the relation between preservice classroom teachers' metacognitive awareness of reading practices and critical thinking attitudes. The Metacognitive awareness of reading strategies inventory (MARSI-TR), Critical thinking attitude scale (CTS), and demographics information form were utilized to collect data for the study. A total of 294 pre-service classroom teachers in the first and the fourth grades from two public universities constituted the sample. The results showed that women had both higher metacognitive awareness and critical thinking attitudes than men. As for the mother and father’s education level, significant differences were found between sub-dimensions of critical thinking attitude scores of preservice classroom teachers. All of the correlations among the factors of metacognition and critical thinking attitude showed significant values, the direction of the relationships are all positive where the use of metacognition awareness factor increases with the scores on the factors of critical thinking. Additionally, critical thinking sub-dimensions explain 11% of the change in metacognitive awareness of reading strategies.