Use Of 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.

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.

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.

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

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.

Critical Reading Self-Efficacy and Metacognitive Reading Strategies: A Relational Study

Critical reading strengthens students' metacognitive reading strategies and allows them to reflect on their current reading strategies. The relationship between metacognitive reading techniques and critical thinking and reading must be stressed, given that critical thinking is an intentional and self-regulated choice mechanism. The aim of this study was to investigate the relationship between pre-service teachers’ critical reading skills and their use of metacognitive reading strategies. The relational survey model was used and 124 preservice teachers studying at the Turkish Language Education Department of a University located in the east of Turkey participated in this study. Critical Reading Self-Efficacy Perception Scale (CRSPS) and Metacognitive Reading Strategies Questionnaire (MRSQ) were used in data collection tools. The data were analyzed using Pearson Correlation analysis and simple linear regression analysis. The findings showed that there was a positive and significant relationship between the participants’ critical reading perceptions and their use of metacognitive reading strategies. It was determined that the critical reading skills of pre-service teachers should be improved for which educational content should be developed. In addition, the preservice teachers should be offered training metacognitive reading. In order to obtain more in depth information, qualitative or mixed method studies should be carried out in the future.

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

An An Investigation into the Correlation between Students’ Metacognitive Reading Strategy Use and Reading Performance in English

The purpose of this study was to investigate the relationship between students’ metacognitive reading strategy use and reading performance in English. The participants of the study were 32 randomly selected summer scheme 2019 academic year undergraduate Sidama language and literature trainees who took several English language courses including reading skills courses. To collect the necessary data for the study, the researchers utilized Mokhtari and Sheorey’s (2002) Survey of Reading Strategies and a reading comprehension test. Hence, it is a correlational study. A Bivariate Pearson correlation was conducted to examine the degree and direction of association between the subjects’ use of reading strategy and their reading performance in English. Besides, means and standard deviations were computed to determine the level of applying the metacognitive strategies by the subjects. In both of the analyses, the researchers used the SPSS version 20. The findings showed that the participants are active users of all three types of reading strategies (global, problem-solving and support strategies) measured by the Survey of Reading Strategies (SORS), problem-solving strategies were the most preferred and support strategies the least preferred. Conversely, the Pearson correlation analysis results showed that there is no statistically significant relationship between the overall metacognitive reading strategy use and the total score of the student’s general reading test performance (r = 0.112, p = 0.585). It is, therefore, concluded that the students are high reading strategy users of all three types of reading strategies, but there is an insignificant correlation with their reading performance where this inconsistency may be partly attributed to unguided or unconscious usage of reading strategies. Keywords: metacognitive, reading strategies, reading performance, correlation

Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners

ABSTRACT This study explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading comprehension achievements in French (L2). 67 eleventh-grade students were purposively selected and randomly assigned to an experimental group (n = 35) and a control group (n = 32). All participants were administered the Metacognitive Reading Strategies Questionnaire (Abu-Rabia, S. (2019). The effect of degrees of bilingualism on metacognitive linguistic skills. International Journal of Bilingualism, 23(5), 1064–1086. https://doi.org/10.1177/1367006918781060) and a reading comprehension pre-test and post-test in English and French. Only the experimental group received training in metacognitive reading strategies (MCRS) in English. The difference between metacognitive strategy awareness levels and reading comprehension scores before and after the intervention was examined using one-way-MANOVA. Results indicated a significant improvement in the experimental group’s metacognitive strategy awareness and reading comprehension scores in both English and French. Based on these results, we suggest that learners of English as a foreign language should be explicitly trained in the use of MCRS, and a link between the different languages taught at school should be established. Thus, metacognitive reading strategies and skills acquired in one language can be positively transferred to another.

A Study of Cognitive and Meta-cognitive English Reading Strategies of Junior Middle School Students

The cultivation of middle school students' English reading ability and the application of reading strategies have become really important research topics. Thus, this paper uses CiteSpace to visually analyze literature on cognitive and meta-cognitive English reading strategies in Web of Science Core Collection, and then answers how students in different reading grades use cognitive and meta-cognitive English reading strategies through data analysis. It is ultimately concluded that students with better grades use more cognitive and meta-cognitive English reading strategies, while those with poorer grades use less. In particular, the differences in the use of meta-cognitive reading strategies are more obvious. Therefore, more relevant studies need to be analyzed some common problems of junior middle school students in English reading, so as to help English teachers understand the differences of students' English reading by combining theory and practice, and achieve the purpose of teaching students in accordance with their aptitude.

A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy

ABSTRACT This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension test along with the emotioncy scale and a standardized reading strategies questionnaire. Fitted regression models, a t-test, and a Mann-Whitney U test were utilized to analyze the data. The findings showed that higher levels of emotioncy may lead to higher scores in a reading comprehension test. Moreover, the learners who had higher levels of emotioncy employed more cognitive and metacognitive reading comprehension strategies and all their related sub-scales. Finally, the results revealed that the emotioncy level is a stronger predictor of reading comprehension success compared to the reading strategies employed by EFL learners. In the end, the findings were discussed in the context of language education and implications were provided.

Metacognitive Strategies on Reading English Texts of Non-English Majored Students at Dong Nai Technology University, Vietnam: A Mixed Design

The goal of this study is to see if there is a link between the usage of metacognitive reading strategies by non-English major students and their reading comprehension performance. This research was conducted at Dong Nai Technology University with 70 students ranging in age from 19 to 22 years old. Both quantitative and qualitative data were used in the investigation. These students were asked to complete a TOEIC reading test to assess their reading ability, followed by the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari and Reichard, 2002) to assess their metacognitive use. Semi-structured interviews with four high scorers and four low scorers from the sample were used to acquire qualitative data. The findings demonstrated that students’ metacognitive reading strategy use is at a moderate level, and the most frequent and least frequent strategies that they used are Problem-solving and Global strategies, respectively. Additionally, it found that more proficient readers used metacognitive strategies more frequently, more successfully, and more appropriately than less proficient readers and vice versa. Some qualitative results were also mentioned. The results of the study have some implications for both teachers and students to employ appropriate metacognitive reading strategies in second language acquisition.

The use of metacognitive reading strategies by third-year English-majored students at Hanoi University of Industry

The study was conducted to investigate the frequency of using metacognitive reading strategies (MRS) by the third-year English-majored students at the Faculty of Foreign Languages (FFL), Hanoi University of Industry (HaUI). To meet the research objectives, an online survey questionnaire was administered to 80 HaUI third-year English-majored students. Besides, two interviews with ten third-year English-majored students and three instructors in the Reading 5 course were also carried out. The findings showed that the students used the MRS with a medium frequency and employed the pragmatic reading strategies (PRS) more often than analytic reading strategies (ARS). This paper is hoped to provide a valuable reference for instructors and students to have deeper understanding about reading strategies, particularly MRS, thereby improving students’ reading skills.

Metacognitive Strategies on Reading English Texts of Non-English Majored Students at Dong Nai Technology University, Vietnam: A Mixed Design

The goal of this study is to see if there is a link between the usage of metacognitive reading strategies by non-English major students and their reading comprehension performance. This research was conducted at Dong Nai Technology University with 70 students ranging in age from 19 to 22 years old. Both quantitative and qualitative data were used in the investigation. These students were asked to complete a TOEIC reading test to assess their reading ability, followed by the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari & Reichard, 2002) to assess their metacognitive use. Semi-structured interviews with four high scorers and four low scorers from the sample were used to acquire qualitative data. The findings demonstrated that students' metacognitive reading strategy use is at a moderate level, and the most frequent and least frequent strategies that they used are Problem-solving and Global strategies, respectively. Additionally, it found that more proficient readers used metacognitive strategies more frequently, more successfully, and more appropriately than less proficient readers and vice versa. Some qualitative results were also mentioned. The results of the study have some implications for both teachers and students to employ appropriate metacognitive reading strategies in second language acquisition.

Relationship between Eighth-Graders' Levels of Metacognitive Reading Strategies Use and their Reading Comprehension Success

Bu araştırma sekizinci sınıf öğrencilerinin üstbilişsel okuma stratejilerini kullanma düzeyleri ile okuma anlama başarıları arasında nasıl bir ilişki vardır sorusunu yanıtlamak amacıyla ilişkisel tarama modelinde nicel araştırma yöntemine başvurularak yapılmıştır. Araştırma; 2021–2022 eğitim-öğretim yılında Adana’nın Çukurova ilçesinde Millî Eğitim Bakanlığına bağlı resmi ortaokullarda okuyan sekizinci sınıf öğrencileriyle gerçekleştirilmiştir. Araştırmanın dayandığı evrenin değeri 6454’tür; örneklemin değeri ise 700’dür. Araştırmada okuma anlama başarımı testi ve üstbilişsel okuma stratejileri ölçeği kullanılmıştır. Verilerin dağılım özelliği dikkate alınarak güvenilirlik analizleri, betimleyici analizler, Pearson korelasyon ve regresyon analizi, Kruskal Wallis-H ve Mann-Whitney-U testi yapılmıştır. Araştırmanın sonucunda, ölçek genelinde üstbilişsel okuma stratejileri, genel okuma ve destekleyici okuma stratejileri orta düzeyde; sorun çözme stratejileri ise yüksek düzeyde kullanılmıştır. Katılımcıların okuma anlama başarımı orta düzeyde bulunmuştur. Genel okuma, sorun çözme ve destekleyici okuma stratejileri ile okuma anlama başarımı arasında pozitif yönde, orta düzeyde, anlamlı bir ilişki bulunmuştur. Bu yüzden Türkçe derslerinde stratejiye dayalı okuma sürecine yer verilmesinin okuduğunu anlama başarısını arttıracağı düşünülmektedir.

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.

Language profile, metacognitive reading strategies, and reading comprehension performance among college students

This study dealt with the students’ language profile, metacognitive reading strategies, and reading comprehension performance adopting the descriptive-correlational method of the four hundred forty-six randomly selected students enrolled in the colleges of Forestry, Education, Engineering, Computer Science, and Information Technology in a Philippine State University. Instruments used to gather data were based on an expert validated 20-point comprehension test taken from a short story selection and an adopted 30-point Metacognitive Awareness Reading Inventory (MARI). Findings revealed that Tagalog was the most commonly spoken by the respondents, followed by Iloco and English with moderately high reading comprehension performance and average level in terms of familiarity and attitude towards the Filipino language. The Problem-Solving Strategies (PROB) was the most frequently used, followed by the Global Reading Strategies (GLOB) and the Support Reading Strategies (SUPP). The familiarity with the Filipino language and the use of Problem-solving Metacognitive Reading Strategies were found to have a significant relationship to students’ reading comprehension performance.

The Relationship of Metacognitive Reading Strategies Used by Saudi EFL Learners and their Emotional Intelligence

Reading comprehension is a complex process that is based on several factors such as emotion, intelligence, cognition, metacognition and like. It has been proved that there is a strong correlation between the use of metacognitive strategies and reading comprehension. This study investigated the relationship between Saudi EFL learners’ emotional intelligence and using metacognitive reading strategies. The sample of the study consisted of 100 Saudi EFL learners across the age range of 18-35 who were selected randomly from different Saudi universities. The participants were homogenized through administering a reading comprehension test. The main instruments included Emotional Intelligence Questionnaire (Petrides, 2009) and Mokhtari and Sheorey (2002) Survey of Reading Strategies (SORS) that measured the use of metacognitive reading strategies. The results revealed a highly positive connection between the Saudi EFL students’ emotional intelligence and the use of metacognitive reading strategies. Furthermore, practical implications were provided for EFL learners, teachers, and curriculum and program designers and developers.

Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies

Students’ self-efficacy and reading strategies have been globally investigated. However, there is a limited number of studies in Indonesia that examined the correlation between self-efficacy and metacognitive reading strategies. This study aimed to find out the correlation between students’ self-efficacy and metacognitive reading strategies, their perceptions of self-efficacy, and their metacognitive strategies. This mixed-method study used a Likert scale questionnaire and interview to collect the data. From the quantitative data analysis, the results show that there is a positive correlation between students’ self-efficacy and metacognitive reading strategies of the Indonesian graduate students, which was significant at the 0.01 level (r = .970, n = 33). The students used the most metacognitive strategies in every stage of reading to a high degree. They also shared different strategies used when students encountered difficulties (St. 5, M=4.12). From the qualitative data analysis, the students applied four different strategies for each reading stage. They also shared the different reasons concerning the use of metacognitive reading strategies. This current study offers one major implication. Since the students’ levels of self-efficacy are affected by extrinsic aspects, teachers need to develop a professional identity that enables them to support students in developing self-beliefs and metacognitive reading strategies.