An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic

Alsheikh, Negmeldin; Mokhtari, Kouider

doi:10.5539/elt.v4n2p151

Cited by 42 publications

(57 citation statements)

References 23 publications

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“…Participants' preference for 'problem-solving' reading strategies similarly in L1 and L2/FL followed by global and support strategies was also indicated in previous studies (Poole 2010;Alsheikh & Mokhtari 2011;Yüksel & Yüksel 2012). Problem-solving strategies are most preferable because they are the kind of 'top-down' strategies that contribute to a more effective reading comprehension.…”

Section: Discussion and Concluding Remarkssupporting

confidence: 75%

“…In relation to similar studies conducted with adults, no consensus was indicated among the researchers regarding the comparison of frequency of L1 and L2 reading strategies use. Thus, it has been found that the frequency of reading strategies use was higher in L2 than in L1 (Kong 2006;Alsheikh & Mokhtari 2011); however in some other studies the opposite results were revealed (Tsai, Ernst & Talley 2010;Maarof & Yaacob 2011) or no significant difference between L1 and L2/FL reading strategies was indicated (Anderson 1991).…”

Section: The Current Studymentioning

confidence: 95%

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Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

Aivazoglou¹,

Griva

2014

IJALEL

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The present study was designed and conducted with the purpose to assess primary school students' awareness in GL1 (Greek as first language) and EFL (English as a foreign language) strategy use and investigate the relations between the reported reading strategies use in first (L1) and foreign language (FL). The sample (455 students attending the fifth and sixth grades of primary schools in Northern Greece) was first categorized into skilled and less skilled L1 and EFL readers through screening reading comprehension tests, one in L1 and one in FL, before filling in the reading strategy questionnaires. The findings revealed participants' preference for "problem solving" strategies, while "global strategies" coming next. Girls were proved to be more aware of their reading strategies use with the boys reporting a more frequent use in both languages. Also, skilled readers were found to use reading strategies more effectively, and appeared to be more flexible in transferring strategies from L1 to FL compared to less-skilled readers.

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Section: Discussion and Concluding Remarkssupporting

confidence: 75%

Section: The Current Studymentioning

confidence: 95%

Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

Aivazoglou¹,

Griva

2014

IJALEL

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“…Studies that do not support these findings do also exist. Alsheikh andMokhtari's (2011) andTavakoli's (2014) participants favored the support reading strategies most. Akkarararitwutthikun and Sappan (2013) and Hoang (2016) and Kocaman and Beskadesler (2016), revealed that their participants were relying on global reading strategies most.…”

Section: Discussionmentioning

confidence: 99%

“…Many studies simply investigated the learners' awareness of these strategies (Marteniz, 2008;Singhal, 2001;Akkararitutthikun & Sappappan, 2013;Lien, 2014;Shikano, 2013) while a good number tried to investigate the existence of any relations between the employment of these strategies and other variables. For example, Jom'a (2013), Alsheikh and Mokhtari (2011), Mirzapour and Mozaheb (2015) and Hoang (2016) explored the relation between using the reading strategies and the learners' proficiency level.…”

Section: Introductionmentioning

confidence: 99%

English as a Foreign Language Learners’ Major and Meta-cognitive Reading Strategy Use at Al-Balqa Applied University

Abu-Snoubar¹

2017

ELT

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This quantitative study aimed to investigate and compare the use of metacognitive reading Strategies among English as a foreign language students at Al-Balqa Applied University based on their academic field of study. The Survey of Reading Strategies (SORS) (Mokhtari & Sheory, 2002) was the instrument employed. This survey divides the strategies into three categories: global, problem solving and support strategies. The 86 participants are enrolled in different academic fields of study and were classified into two groups: students of the faculties of humanities (39=45.3%) and scientific faculties students (47=54.7%). The participants proved to be high users of the overall strategies (M=3.6023, S.D.=1.3189) and they employed the strategies in the following order: problem solving, support and global. No statistically significant changes were found between the two groups concerning at the significance level of 0.05. The most employed strategy by the humanities students was the support strategy "I go back and forth in the text to find relationships among ideas in it" (M=4.5385, S.D.=.83661). The scientific faculties students top ranked strategy was problem solving "I read slowly and carefully to make sure I understand what I am reading" (M=4.2128, S.D.=0.8831). The finding obtained would help EFL curricula planners and teachers to deepen their understanding of the learners' reading procedures.

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“…Albeit, their agreement of the superiority of the monolinguals, there are some differences in viewing their language learning. From the Arab bilinguals' perspectives learning another language could be a subtractive process, they indicated linguistic complexity between Arabic and English, they pointed to linguistic differences, they also indicated some selected strategies that could be transfer to English and they actually translate from English to Arabic (see Alsheikh, 2014;Alsheikh & Mokhtari, 2011;Alsheikh, 2009)). On the other hand, the three African multilinguals see their multilingualism as an asset of an additive bilingualism, linguistic clarity due to their exposure to different linguistic systems; they indicated that there are some linguistic similarities between romance languages such as French and English language; they also pointed there are some differences among English, French and Hausa; they also pointed to more strategies transfer than the bilinguals which corroborated findings from Alsheikh (2011).…”

Section: Discussionmentioning

confidence: 99%

The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning

Alsheikh¹

2017

ELT

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This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study is based on symbolic interactionism approach to incorporate a focus on intersubjective realities of bilinguals and trilinguals, openness to bilinguals and multilinguals' experiences and a search for invariant indispensable meaning in their descriptions of their bilingualism and multilingualism. In a very important sense, this study attempted to get beyond the immediacy of an experienced world in order to articulate the pre-reflective level of lived-world of bilinguals and trilinguals. The preliminary results of this study revealed that both bilinguals and trilinguals viewed reading as an establish tool for gleaning meaning. On the other hand, trilinguals viewed language from a larger intersubjective scope where the shared common understandings through ongoing symbolic interaction with the others. The trilingual also assigned more spatial perspectives, more metalinguistic awareness of reading and languages learning than the bilinguals.

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An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic

Cited by 42 publications

References 23 publications

Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

English as a Foreign Language Learners’ Major and Meta-cognitive Reading Strategy Use at Al-Balqa Applied University

The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning

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