The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

Nosratinia, Mania; Mohammadi, Elham

doi:10.7575/aiac.ijalel.v.6n.3p.158

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…The finding also confirms several scholars' findings that Metacognitive strategies advance reading comprehension [19,20,30,34,39,41,46,47,52,62,68]. In addition, the finding affirms [15] that Metacognitive strategies enable learners to understand their reading better.…”

Section: Discussionsupporting

confidence: 86%

Utilizing Metacognitive Strategies with Culturally Familiar Text in Improving Reading Comprehension of EFL Pre-service Teachers

Dewi¹,

Hamid²,

Sukyadi³

2023

Advances in Social Science, Education and Humanities Research

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Since English has become increasingly global, more researchers in English teaching have seen the importance of combining teaching methods with cultural materials that are familiar and connected to the learners. In teaching reading comprehension, researchers in Iran, the Middle East, and some parts of Asia have been using Metacognitive Strategies with culturally familiar text to develop learners' reading skills and comprehension. However, not many were conducted in Indonesia. Building on a preliminary study into the effectiveness of teaching Metacognitive Strategies with culturally familiar text in West Kalimantan, Indonesia, a mixed methods study was conducted to examine the impact of Metacognitive strategy and culturally familiar text on university pre-service teachers' reading comprehension and interest in the text. Seventy-four lower-intermediate pre-service teachers were involved in the study as participants, where they read fifteen nativized or denativized texts that contained culturally familiar or unfamiliar proper nouns. Pre-and post-tests were used to examine the effectiveness of the experiment. The results revealed that students who had a combination of Metacognitive Strategies and culturally familiar text on their reading comprehension outperformed those with no Metacognitive Strategies and unfamiliar cultural text. Finally, it is reported that the students have good interest and engagement with the text that contains familiar culture.

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Section: Discussionsupporting

confidence: 86%

Utilizing Metacognitive Strategies with Culturally Familiar Text in Improving Reading Comprehension of EFL Pre-service Teachers

Dewi¹,

Hamid²,

Sukyadi³

2023

Advances in Social Science, Education and Humanities Research

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“…It was supported by Grabe, he states that CSR combines cooperative learning and reciprocal teaching. In other hand, Grabe also states that using CSR the learners work in group, activate their prior knowledge, make predictions, monitor their comprehension difficulties, clarify information, restate significance points, summarizing the text, and form proper questions about the text (Nosratinia and Mohammadi 2017).…”

Section: Collaborative Strategic Reading (Csr)mentioning

confidence: 99%

The Efficacy of Collaborative Strategic Reading in Enhancing Narrative Text Comprehension among Tenth-Grade Learners

Nurdiana,

Afrizal,

Puspita

2024

JBS

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Despite various efforts to enhance reading comprehension, a preliminary study revealed that tenth-grade students at Pekanbaru's State Islamic Senior High School faced challenges comprehending narrative texts. This quasi-experimental study aimed to determine whether Collaborative Strategic Reading (CSR) instruction could improve students' narrative text comprehension. A total of 202 students were randomly assigned to two groups: a control group receiving traditional instruction and an experimental group receiving CSR instruction. Pre- and post-tests were administered to both groups to assess their comprehension abilities. Data analysis using SPSS version 20 revealed a significant difference between the two groups, indicating that CSR instruction effectively enhanced narrative text comprehension. The effect size, however, was relatively weak (η² = 0.111). These findings suggest that incorporating CSR into English language instruction can positively impact students' comprehension of narrative texts, even though the effect size is relatively small. Future research is needed to further investigate the effectiveness of CSR in enhancing reading comprehension across different genres and grade levels.

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“…Making inference is the bridging gaps between the reader and author thoughts. It means absorbing explicit views of the author (Asmara, 2019, Karimi, & Baradan, 2017, Anjum, Pathan, & Shah, 2021.Often the author implies something indirectly rather than expressing it directly.…”

Section: Drawing Inferencesmentioning

confidence: 99%

While-reading Strategies and Their Effectiveness on Reading Comprehension Skill: An Experiment on Secondary School Students in Pakistan

Imran Ahmed,

Munawer sultana,

Syed Waqarul Hasan

et al. 2024

International Journal of Social Science Entrepreneurship

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This quasi-experiment meant to realize productivity of while-reding strategies for the development of comprehension skill at secondary level students of public sector schools in Karachi, Pakistan. It was organized in two secondary schools following pretest posttest approach with experimental and controlled group. The 48 individuals underwent the experiment, who were tested for i) visualizing, ii) Skimming, iii) Scanning text, iv) Vocabulary identification, v) Making Connections, vi) Drawing Inferences, vii) Verifying Details, viii) Evaluating. SPSS and independent sample -t test were the data organization and analysis sources. According to the results, it seems that the experimental group performed better in the English reading comprehension test when compared to the control group. The suggested strategies were only introduced to the experimental group and not to the control group, which could be the reason for the difference in performance. Keywords: , , i) visualizing, ii) Skimming, iii) Scanning text, iv) Vocabulary identification, v) Making Connections, vi) Drawing Inferences, vii) Verifying Details, viii) Evaluating.

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The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

Cited by 3 publications

References 23 publications

Utilizing Metacognitive Strategies with Culturally Familiar Text in Improving Reading Comprehension of EFL Pre-service Teachers

Utilizing Metacognitive Strategies with Culturally Familiar Text in Improving Reading Comprehension of EFL Pre-service Teachers

The Efficacy of Collaborative Strategic Reading in Enhancing Narrative Text Comprehension among Tenth-Grade Learners

While-reading Strategies and Their Effectiveness on Reading Comprehension Skill: An Experiment on Secondary School Students in Pakistan

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