Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Halim, Nadiah; Arif, Marina Mohd; Supramaniam, Kaarthiyainy

doi:10.24191/ajue.v16i1.8981

Cited by 11 publications

(18 citation statements)

References 4 publications

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“…Several experimental studies examined the effect of metacognitive strategy instructions on reading achievement. In general, the research results were similar in that they justified the significance of metacognitive strategy instruction to enhance reading comprehension skills (Razi, 2014;Zepeda et al, 2015;Zhang & Guo, 2019;Ambarita et al, 2022), also for young learners (Ozturk, 2015;Teng, 2019;Halim et al, 2020). Specifically, Dotsevych (2019) and Liaw (2017) highlighted that metacognitive strategy training empowered the learners to read scientific texts and online texts respectively.…”

Section: Introductionmentioning

confidence: 59%

Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers

Tedjo

Teopilus²,

Hartani³

et al. 2022

veles

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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.

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Section: Introductionmentioning

confidence: 59%

Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers

Tedjo

Teopilus²,

Hartani³

et al. 2022

veles

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“…ranked first, and it was mentioned by seven (7) authors: Szabo and Riley (2020),Safia and Ghania (2020),Thuy (2020),Assiri and Siddiqui (2020), Zano (2020),Wu and Alrabah (2020), and Okasha (2020).Secondly, "I make a summary of what I read." (42.86%) came next in the rank as mentioned by six (6) authors(Phan, 2020;Halim et al, 2020;Insuasty Cárdenas, 2020;Ammaralikit & Chattiwat, 2020;Olaya & González-González, 2020;Adunyarittigun, 2021).Moreover, "I make a list of new words or terminologies based on what I read" (35.71%) was in third place as cited by five (5) authors, namely: Safia and Ghania (2020), Thuy (2020),Assiri & Siddiqui (2020), Insuasty Cárdenas (2020),Adunyarittigun (2021).…”

mentioning

confidence: 88%

“…According to Halim et al (2020), significant problems also occur when learners cannot explain what they are reading because they do not comprehend the text. This creates problems, such as being unable to answer follow-up questions and readers intent to give irrelevant answers.…”

Section: Problems In Readingmentioning

confidence: 99%

“…Recent studies are the following: Reading Strategy and its connection relationship to English proficiency (Chen, 2020), reading achievement (Par, 2020;Daftarifard & Samadian, 2020;Aydinbek, 2021), reading comprehension, the strategy used, motivation or reading attitude, learners' belief, and reading rate (Cho & Ma, 2020;Rahimi & Babaei, 2020;Fathi & Afzali, 2020;Thongwichit & Buripakdi 2021;Ozturk & Aydogmus, 2021), Self-efficacy (Shehzad, 2020), metacognitive awareness (Adunyarittigun, 2020). Also, studies on metacognitive reading strategies and their connection or relationship to reading comprehension (Al-Qahtani, 2020;Muhid et al, 2020;Köse & Günes, 2021), peer-tutorial (Halim et al, 2020), and reading anxiety (Mokhtarnia & Ghaffarzadeh, 2020) were also conducted. Some authors also researched reader techniques in enhancing reading in EFL (Okasha, 2020), the Business reading model and its relationship to creative thinking abilities (Ammaralikit & Chattiwat, 2020), and reading strategies on children's phonemic awareness performance (Melesse & Enwey, 2020).…”

Section: Most Focused Studies Of Previous Research In Reading Strateg...mentioning

confidence: 99%

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Consolidated Reading Strategies Used in Comprehending Text from Various Studies: A Systematic Literature Review

Pelila

Palangyos

2022

JLEET

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A number of studies about reading strategies conducted before 2020 have mostly identified respondents' strategies and the significant relationship of such reading strategies with different factors or variables. However, only a few tried to gather and list the plethora of reading strategies of different studies. Hence, the present study aimed to identify the most focused studies in reading strategies and consolidate all the most mentioned reading strategies from various studies. A systematic literature review was employed in the present study. Also, the researchers generated literature in Ebscohost and ERIC databases. Through inclusion-exclusion criteria, 41 articles (27- Quantitative; 5 Qualitative; 9-Mixed-method) were included for synthesis. It was found out that most research in 2020 and beyond still focused on identifying the reading strategies of their respondents and looking for the relationship of reading strategies in different factors. On the other hand, 71 reading strategies (13- before-reading, 44- while reading, 14- postreading) were consolidated based on the computed frequency and percentage. As suggested, these reading strategies can aid the reading activities of readers, especially that most learnings are in the online phase.

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“…Although many focused on the importance of strategy awareness among learners (e.g. Habibian, 2015;Ismail & Tawalbeh, 2015;Halim & Supramaniam, 2020), there remain few looking into the importance of embedding these strategies explicitly in classroom teaching. Teachers usually make use of the questioning and eliciting answers technique without providing a direct instruction on how to use strategies while reading the text so that the learners are able to engage with questions asked (Durkin, 1981).…”

Section: Introductionmentioning

confidence: 99%

Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

Rajasagaran¹,

Ismail²

2022

IJARPED

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Reading has always been considered challenging by language learners. In line with this notion, many studies suggest that effective instructional approaches should be utilised to help these learners to improve their reading skills. Past studies have shown that one such potential instructional approach is the explicit teaching of metacognitive strategies in pursuit of aiding language learners to improve their reading skills. However, there are limited reviews that depicts the present studies which portrays the effectiveness of explicit teaching of metacognitive strategies for reading skills especially in ESL and EFL context. Therefore, this paper sought to fill in the gap by presenting a review of related published studies that researched on explicit teaching of metacognitive strategies to hone ESL and EFL learners' reading skills. 23 research studies were analysed in this review. The studies researched on explicit teaching of metacognitive strategies to English as a Second Language (ESL) learners and English as a Foreign Language (EFL) learners between the year 2016 to 2022 were selected from two different online databases, Google Scholar, and Educational Resources Information Centre (ERIC). The findings derived from the review outlined the effectiveness of utilising the teaching of metacognitive strategies explicitly that are higher achievement in reading tasks, self-regulated learning, active participation in reading tasks and motivation in reading. Furthermore, this review also revealed that the teaching of planning before reading, monitoring while reading and evaluating before reading should be supplemented as metacognitive strategies in reading lessons. This study proposes that further research should be carried out to investigate the challenges that are encountered by educators in teaching metacognitive strategies to ESL and EFL learners and as well as the challenges faced by these learners in absorbing the knowledge of metacognitive strategies taught to them.

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Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Cited by 11 publications

References 4 publications

Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers

Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers

Consolidated Reading Strategies Used in Comprehending Text from Various Studies: A Systematic Literature Review

Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

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