Metacognitive Reading Strategies Research Articles

메타인지 읽기 전략 지도가 아랍어 학습자의 읽기 전략 사용과 읽기 능력에 미치는 영향

The purpose of this study is to investigate the effect of metacognitive reading strategy instruction on Arabic learners’ metacognitive reading strategy use and reading comprehension. The participants of the study are intermediate Arabic learners in Myongji University and the experimental group was given metacogtnitive reading strategy instruction on planning, monitoring and evaluation strategies. To collect data, metacognitive reading strategy questionnaires and reading comprehension tests were used. The major findings of this study are as follows. First, the result of pre- and post-metacognitive reading strategy questionnaires indicates metacognitive reading strategy instruction was verified to have a positive effect on Arabic learners’ metacognitive strategy use. Second, the results reveal that metacognitive strategy instruction improved Arabic learners’ reading comprehension. The difference between the pre- and post-reading comprehension tests in the experimental group was statistically significant while the control group didn't show any statistical difference.

Metacognitive Reading Strategies Employed by Grade Nine Male and Female Students: A Study in Addis Ababa Secondary Schools

This study examined the level and preference of metacognitive reading strategies used by Grade 9 students at Ula-dula General Secondary School in Ethiopia. 130 students (59 males and 71 females) participated in the study and filled out the questionnaire. Six of them took part in the interviews. The data was collected using the Metacognitive Awareness Reading Strategy Inventory (MARSI) and a semi-structured interview. SPSS (Statistical Package for the Social Sciences Version 24) was used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. The results indicated that students used the metacognitive reading strategies moderately, with an average mean score of 2.8. However, individual students' use of the strategies showed that 40% of the students used the strategies at a low level, 26.2% at a high level, and 33.8% at a medium level. The problem-solving strategies were used most frequently, followed by global and support strategies in second and third place, respectively. Problem-solving and global strategies were utilized moderately, while support strategies were employed at a lower level. The results of an independent sample t-test revealed no significant correlation between the gender of the students and their usage of the strategies. In summary, while the average result showed that students, as a whole, used the strategies moderately, the majority of individual students were found to use them at a low level. The qualitative data provided further evidence to support the quantitative findings. The result suggests that the students' low level of reading proficiency might have been due to a lack of awareness and inappropriate utilization of reading strategies.

English Reading Performance and Metacognitive Strategies: Implications for Students’ Academic Success

Education is not a privilege; it is a human right. In response, Sustainable Development Goals' "Let Me Learn" stated that nearly two-thirds of 10-year-olds can hardly read nor perceive and simplify a text, which is even more severe in the Philippines, where reading is in English. Thus, this research sought to examine the relationship between English reading performance and the metacognitive strategies of the grade 7 students on their word recognition and reading comprehension through the Philippine Informal Reading Inventory to determine their reading profile. In correlation, the Metacognitive Reading Strategies Questionnaire was used to self-assess reading strategies. The quantitative-descriptive correlational research design revealed no significant relationship between English reading performance and metacognitive strategies. However, a significant but weak relationship was seen between oral reading and pragmatic-behavioral strategies. It signifies that they can read some words but can hardly comprehend the reading text. The study's product mainly suggested that the variables do not correlate, concluding that to move toward equitable educational outcomes for an increase in their reading level, reimagining how to foster and reinforce the students to discover and strengthen their gradual progress in reading must at least be achieved to meet the expectations and specifications throughout the act of reading.

Metacognitive Reading Awareness Among Freshmen EFL Students

Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university students in a Business English class during the COVID-19 pandemic.
 Methods. The methodology is based on a survey, which was conducted among 192 freshman university students in their specialized courses of Business English as a foreign language. The research instrument was a metacognitive reading strategies awareness (MARSI) questionnaire.
 Results. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies.
 Conclusions. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment.

The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China

The current study employed latent profile analysis to examine the application patterns of students' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students' mathematics learning efficiency and performance. The results revealed that: (1) Six types of reading metacognitive strategies application patterns were identified: “Novice - indifferent,” “Veteran - average,” “Novice - low evaluating,” “Veteran - skilled,” “Novice - mixed,” and “Novice - arbitrary.” (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of “Veteran - skilled” and “Novice - mixed” students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.

Metacognitive Reading Strategies to Enhance Students' Reading Comprehension in The First Harry Potter Novel' Synopsis "Harry Potter and The Philosopher's Stone (2001)” In Tutoring of Official School at Master Plato College (MPC)

Reading comprehension means extracting necessary information from a written text as efficiently as possible, rejecting unnecessary information and quickly finding what one is looking for. The main purpose of the writer in this study is to improve the student’s reading skill of Students at the third grade in official school tutoring Master Plato College. This gist of activity in this study is to focuses on how to understand the text, get the essential and detail information from the synopsis of the first harry potter film “Harry Potter and The Sorcerer’s stone (2001)”, there 12 students in this class which consisting of 8 female students and 14 male students, so the total of the students is 22 students. There are some benefits and significances of using metacognitive reading strategies in fostering reading success such as 1) Enhanced Comprehension and Retention, 2) Improved Problem-Solving Skills, 3) Increased Reading Engagement and Motivation, 4) Transferability of Skills. Metacognitive reading strategies help the students learn independently and enhance students' ability to make sense of, monitor, and understand text and evaluate the text they read. Metacognitive Reading Strategy helps students control their thinking while reading. Metacognitive reading strategies play a vital role in fostering reading success by improving comprehension, retention, critical thinking skills, problem-solving abilities, and overall engagement with the text.

Investigating The Influence of Metacognitive Awareness in Academic Reading

Reading is an integral aspect of the educational landscape, embraced by students, academics, and scholars alike in their daily pursuits. Students, in particular, must hone their reading skills to effectively navigate the multitude of texts they encounter during their academic journey. While students are immersed in text daily, the challenge persists in ensuring they truly comprehend what they read. Employing metacognitive reading strategies has proven to be pivotal in elevating reading comprehension. Hence, this quantitative study is done to investigate the influence of metacognitive awareness in academic reading. Specifically, this study is done to explore how learners perceive the use of metacognitive strategies in their academic reading. A purposive sample of 140 participants from a university in Selangor, Malaysia responded to the survey. The instrument used is a 5 Likert-scale survey and is rooted from Mokhtari and Reichard (2002) metacognitive strategies used on reading. The survey has 4 sections. Section A has 3 items on demographic profile. Section B has 13 items on self-monitoring strategies. Section C has 8 items on self-evaluating strategies and section D has 9 items on self-regulation strategies. The findings of the study indicate that there is a high use of metacognitive strategies among the university students. In this context, it suggests that the students are actively engaged in assessing and managing their own learning, which can lead to more effective studying and improved academic performance. This information underscores the importance of fostering metacognitive skills in educational settings to enhance learning outcomes.

The Intersection of Gender, Culture, and Metacognitive Reading Strategies in Iranian EFL Education: A Mixed-Methods Analysis in Pursuit of Inclusion and Equity

In English as a Foreign Language (EFL) education, metacognitive reading strategies (MRS) play a crucial role in learners' reading comprehension. This mixed-methods study investigated MRS among 178 Iranian EFL learners, focusing on gender and sociocultural dimensions. Utilizing an explanatory sequential design, participants—116 females and 62 males—were randomly sampled from two universities in Neyshabur, Iran. For the quantitative phase, a descriptive-correlational design using the Survey of Reading Strategies (SORS) and the TOEFL iBT reading section was employed. Descriptive analysis revealed nuanced differences in the use of MRS among Iranian EFL learners across genders, with an overall higher application by females (M = 3.61) compared to males (M = 3.44). In Support Reading Strategies, females demonstrated a higher application of strategies (M = 3.87) compared to males (M = 3.68). For Problem-Solving Strategies, female learners exhibited more frequent usage (M = 3.72) than their male counterparts (M = 3.46). Additionally, in Global Reading Strategies, there is a slight gender differential, with females showing a higher average score (M = 3.37) as opposed to males (M = 3.26). Independent samples t-tests revealed gender-specific differences in the overall MRS application, particularly in the subcategories of support and problem-solving strategies (p < .05), favoring females. In the qualitative phase, 12 participants were purposively sampled for semi-structured interviews. Thematic analysis identified gender disparities exacerbated particularly by implicit teacher biases and sociocultural factors. These qualitative results corroborated and enriched the quantitative data, especially regarding gender-specific variations in MRS usage.

Three-phase model for teaching reading strategies in higher education

Importance. Reading in higher educationis aimed at preparation for interaction with authentic materials in professional settings. Therefore, there is a need to develop practice-oriented skills within the learning process, which requires making adjustments to the generally accepted model of organizing reading tasks. The purpose of the study is to adapt the three-phase model of text work to the use of metacognitive reading strategies in higher education.Research Methods. Based on the analysis of scientific literature, the conditions for organizing work within the three-phase model were determined, its functional components were identified. The way of progressive integration of four reading strategies into this model was designed with taking into account their role in the realization of functional components.Results and Discussion. Procedural functions reflecting the communicative goals of each stage were identified for each stage of the three-phase model: motivational-informational, interpretive, and reflective. Four reading strategies were integrated into this continuum. The list of strategies includes: previewing, which allows assessing the relevance of the material without direct interaction with the text; skimming, which serves as a way of determining the structure of the text; scanning, which is used for highly accurate understanding of the semantic elements of the text; and the K-W-L table, which is used for retroflexive analysis of the information learned from the text.Conclusion. The three-phase model of reading allows integrating strategies without considerable structural changes. At the same time, the use of the indicated strategies leads to the expansion of potentially forming reading skills during task completion.

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.

The Correlation Between Metacognitive Reading Strategies, Vocabulary Mastery and Reading Comprehension of The Ninth-Grade Students In SMP Negeri Hindu 2 Payangan

Reading is a process of getting information and understanding the message of printed material. The research objective was to know 1) How much do metacognitive reading strategies contribute to students’ reading comprehension of ninth- grade students. 2)How much does vocabulary mastery contribute to students’ reading comprehension in the ninth-grade students in SMPN 2 Payangan. 3) How much do metacognitive reading strategies and vocabulary mastery simultaneously contribute to students’ reading comprehension of the ninth-grade students. The research instruments, tests and questionnaire, were administered to collect the required data. The samples of this study were 164 students. They were selected through total sampling technique. Linear regression and multiple regression were carried out to analysis the data that assisted by SPSS 26.0 version. Based on the results of the research instruments, it could be concluded. The contribution of students’ metacognitive contribute of 33,3% towards reading comprehension and there is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan in the academic year 2023/2024. Moreover, students’ vocabulary mastery contributes 50,8% towards reading comprehension and there is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan, and the contribution of metacognitive reading strategies and vocabulary mastery to students’ reading comprehension was 35.1%. There is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan.

Enhancing English Reading Comprehension of ESL Underachievers by Fostering Metacognitive Strategies

This study investigates the efficacy of implementing metacognitive reading strategies in English classes to enhance the reading comprehension of underachieving Arab second-language learners. The research included a specifically developed lesson in three sixth-grade classes at a Saudi girls' school and a control group of three additional classrooms. Information was gathered through pre-and post-tests, interviews, and observations. The results reveal that students taught metacognitive skills caught up to their more successful classmates regarding reading comprehension. The implications of these methods for English as a Second Language (ESL) instruction are examined. These findings provide valuable insights into the capacity of metacognitive reading strategies to close the comprehension gap among underachieving ESL learners in the Arab context. Based on the findings, the research recommends incorporating these methods into English classes as an effective way to improve student's reading comprehension and overall performance in the classroom.

The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension

This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

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.

Metacognitive Strategies Employed by English Students in Reading Comprehension

This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.

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.

Metacognitive Reading Strategies Used by Students With and Without Learning Disabilities

Yapılan bu araştırmada 5. sınıfa devam eden ve aynı okuduğunu anlama düzeyindeki öğrenme güçlüğü olan öğrenciler ile tipik gelişim gösteren öğrencilerin okuma sürecinde kullandıkları üstbilişsel anlama stratejilerinin karşılaştırılarak incelenmesi amaçlanmıştır. Bu amaç doğrultusunda her iki gruptaki öğrencilerin okuduğunu anlama becerileri ile okuma öncesinde, sırasında ve sonrasında kullanmış oldukları üstbilişsel stratejiler değerlendirilmiştir. Katılımcılar belirlenirken tüm öğrencilerin kendi sınıf düzeyindeki bir metni bağımsız olarak okuyabilmesi ve anlama sorularını %90 doğrulukla yanıtlayabilmesi göz önünde bulundurulmuştur. Araştırmaya öğrenme güçlüğü olan 7 öğrenci ve tipik gelişim gösteren 7 öğrenci olmak üzere toplam 14 öğrenci katılmıştır. Araştırma nitel araştırma yöntemi kullanılarak planlanmış ve katılımcılar amaçlı örnekleme yoluyla belirlenmiştir. Okuduğunu anlama becerisine ilişkin veriler ‘’Okuma Becerileri Değerlendirme Aracı’’ (OBDA)’nda yer alan bilgilendirici bir metin ve aynı metne ilişkin anlama soruları kullanılarak elde edilmiştir. Öğrencilerin kullandıkları strateji türlerini belirlemek amacıyla da üstbilişsel görüşme tekniği kullanılmıştır. Üstbilişsel görüşmeden elde edilen veriler iki ayrı uzman tarafından çözümlenerek kategorilendirilmiştir. Kategoriler karşılaştırılarak kodlayıcılar arası güvenirlik hesaplanmıştır. Karşılaştırma sonuçlarına göre belirlenen görüş birliği ve görüş ayrılığı sayıları doğrultusunda kodlayıcılar arası güvenirlik katsayısı %90 olarak bulunmuştur. Araştırmadan elde edilen bulgular sonucunda her iki gruptaki öğrencilerin tüm okuma sürecinde kullanmış oldukları strateji türlerinin büyük ölçüde benzer olduğu görülmüştür. Bununla birlikte öğrenme güçlüğü olan öğrenciler tipik gelişim gösteren akranlarından farklı olarak okuma öncesinde metne ilişkin bilgi edinmek amacıyla çeşitli stratejiler kullanmışlar ve kendilerini okumaya hazırlamışlardır. Okuma sırasında öğrenme güçlüğü olan öğrenciler olmayanlara göre daha fazla türde strateji kullanmışlar ve dikkatlerini kontrol etmeye yönelik stratejilere yönelmişlerdir. Okuma sonrasında ise öğrenme güçlüğü olan öğrencilerin olmayanlardan farklı olarak metni hatırlamaya hizmet eden strateji türlerini daha sık kullanma eğilimi gösterdikleri görülmüştür.

Teachers’ Views on Metacognitive Reading Strategies for Children with Learning Disabilities

Teachers’ Views on Metacognitive Reading Strategies for Children with Learning Disabilities

Feedback As a New Regulation in Metacognitive Reading Strategies: Review on Metacognitive Regulation

Reading is an activity that requires time and persistence, so it needs certain strategies to avoid boredom. Even though it is not a new thing in reading activity, some articles show that Metacognitive Reading Strategies are still relevant nowadays as one of the strategies used to gain students' comprehension in reading. In MRS, feedback has a significant influence on students' comprehension. However, feedback is a dependent factor because it can exist in every step of MRS (in planning, monitoring, and evaluating regulations). This is initial research on the position of feedback as a new regulation in MRS after evaluating step. The data were taken from a literature review which reveals metacognitive regulation and how feedback affects the student's reading comprehension.

Investigation of Metacognitive Reading Strategy Use for Items Constructed at Different Cognitive Processes

Investigation of Metacognitive Reading Strategy Use for Items Constructed at Different Cognitive Processes