Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners&amp;#39; Reading Comprehension and Attitudes

Al-Qahtani, Abdulaziz Ali

doi:10.5539/elt.v13n9p50

Cited by 7 publications

(8 citation statements)

References 23 publications

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“…When referring to reading in a foreign language, the process becomes even trickier, as each reader interacts with a text based on his/her individual experience and cognitive capacities. Research suggests starting with a holistic approach to text processing in terms of using effective metacognitive awareness strategies, as well as techniques in terms of the macro-level characteristics of a text to facilitate students' reading comprehension [9,10]. Overall, reading at the relevant level is one of the best ways for learners to obtain comprehensible input, i.e., language that they can understand.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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“…First, factors other than the five reading attitude parameters could influence students' reading attitudes either positively or negatively (Yamashita, 2007), such as the language learning environment. This might include the prescribed reading books, the teaching practices inside the classroom, how teachers deploy different methods (Al‐Jarf, 2021; Al‐Qahtani, 2020; Alenezi, 2021), students' learning habits they bring to the classroom, and so on (Day & Bamford, 1998; Ianos, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…In the Saudi context, to improve reading comprehension, researchers examined reading attitudes by implementing several teaching methods, such as the think‐aloud strategy, which were found to improve students' reading comprehension skills and let students have positive attitudes towards reading and EFL in general (Al‐Qahtani, 2020). Another way of teaching reading comprehension was tried by Al‐Jarf (2021), who examined mind‐mapping software.…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of English reading attitude on students' achievement at a health science university

Althewini

Roomy

2023

Review of Education

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Reading occupies a prominent place in teaching English as a foreign language (EFL) as students learn best by engaging with written materials. Positive reading attitudes are believed to affect students' present and future academic success. The aim of this study is to investigate the impact of English reading attitudes on students' achievement. A total of 267 first‐year Saudi health science university students were selected to participate in this study during the academic year 2021/2022. The study followed a simple random sampling technique where every students has an equal chance to participate. Two data sources were used: a reading attitude questionnaire administered to students and their cumulative GPA. The questionnaire was adopted from Yamashita (2007) and consisted of 22 items covering five categories: comfort, anxiety, intellectual value, practical value and linguistic value. The study revealed that students were clearly less comfortable and more anxious about reading in English. This had a negative impact on their achievements, especially on the three English courses they had to take that year. The study concluded with some pedagogical implications and recommendations for further research.

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“…It is the same with ESL and EFL learners, whereby they are able to benefit from watching the educators model thinking aloud to them while reading a text. The process of modelling thinking aloud to learners evidently benefits learners in a positive way (Al-Qahtani, 2020). For an example, educators can read aloud, model stumbling upon an unfamiliar word and share their thoughts while encountering the particular word: "I have never seen this word before, but I can try to figure out the meaning of this word through context, so I will read through the rest of the sentence to get the meaning of the word.…”

Section: Monitoring While Reading As a Metacognitive Strategymentioning

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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Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes

Cited by 7 publications

References 23 publications

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

The impact of English reading attitude on students' achievement at a health science university

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

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