The Influences of Metacognitive Awareness on Reading Comprehension in Iranian English Undergraduate students in Kerman, Iran

Anjomshoaa, Leila; Golestan, Samira; Anjomshoaa, A.

doi:10.7575/ijalel.v.1n.6p.193

Cited by 8 publications

(17 citation statements)

References 19 publications

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“…The result showed that the students mostly employed the problem-solving strategies and that the reading strategy use moderately correlated with the reading comprehension achievement. In almost the same way, Anjomshoaa et al found out that there was a significant moderate positive correlation between metacognitive awareness and reading comprehension [14]. Moreover, Ghafournia and Afghari's study also revealed that there was a significant correlation between metacognitive reading strategy awareness and reading comprehension where the participants with high-reading proficiency used metacognitive strategies more frequently than the participants with intermediate and low level of reading proficiency did [15].…”

Section: Introductionmentioning

confidence: 72%

The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java

Maryam¹,

Ihrom²,

Nurlaelawati³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Metacognitive reading strategies are essential strategies needed by readers in comprehending texts. This study aimed at investigating the correlation between metacognitive reading strategies and reading comprehension among the first year EFL students at a public university in West Java. Data were collected from 30 first year EFL students of English Education Department through questionnaire and test. The results of Pearson Correlation analysis showed a significant moderate correlation between metacognitive reading strategy awareness and reading comprehension (r=0.500, p<0.01). Learners who had high awareness of metacognitive reading strategies were proven to have higher reading comprehension achievement. This result revealed that metacognitive reading strategies had significant contribution to reading comprehension in which learners who made common use of metacognitive reading strategies were able to comprehend the text better.

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Section: Introductionmentioning

confidence: 72%

The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java

Maryam¹,

Ihrom²,

Nurlaelawati³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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“…Chern, 1993;Zhang & Seepho, 2013), b) performance (e.g. Anjomshoaa et al, 2012;Karami & Hashemian, 2012;Phakiti, 2003;Zhang & Seepho, 2013), and c) language proficiency (e.g. Ozturk & Şenaydın, 2019;Zhang, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…That is, individuals can learn how to orient themselves to task demands or goals, monitor comprehension, regulate reading strategies to deal with comprehension failures, interpret and test predictions, evaluate one's intellectual enterprise, reflect on comprehension, and evaluate task performance, goal attainment, and effectiveness of strategies (Offering independence with learning, reading is an important skill not only for schooling but also out of classroom. As Iwai (2011) emphasized due to the effects of globalization, English is a predominant language in many areas for various reasons including communication or expanding academic knowledge (Anjomshoaa, Golestan, & Anjomshoaa, 2012). Many individuals, therefore, are to develop a literacy competence in English as a second (ESL) or foreign language (EFL).…”

mentioning

confidence: 99%

Metacognition in a Foreign Language Reading Context

Öztürk¹

2019

Dil Eğitimi Ve Araştırmaları Dergisi

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This study aimed to examine a) L2 readers' perceptions of reading, metacognition, and motives for practicing metacognition in a foreign language learning context and b) the effects of a metacognition training program on these variables. For this purpose, a quasi-experimental case study was designed, and written questionnaires were developed. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective factors might impact their performances. Some L2 readers might hold an understanding of meta-reading; skills and dynamics that facilitate and interfere with performance might transfer across languages. Following the training, participants' self-awareness increased and their strategic L2 reading changed. Their motivation and interest to read in a foreign language was also impacted, positively. Lastly, although metacognitive readers were aware of that strategic reading may be cognitively demanding; such readers would still continue practicing metacognition for efficiency with time, effectiveness with comprehension and EFL learning, and pleasure of awareness and self-confidence. ÖZ: Bu çalışma, yabancı dil öğrenme bağlamında a) yabancı dil okuyucularının okuma ve üstbiliş algıları ile üstbilişi kullanma motivasyonları ve b) bu çalışmada uygulanan üstbiliş eğitim programının bu değişkenler üzerindeki etkilerini incelemeyi amaçlamıştır. Bu amaçlar doğrultusunda, yarı deneysel durum çalışması desenlenmiş ve yazılı cevaplanacak sorular geliştirilmiştir. Bulgular, üstbilişe hakim olan bireylerin okumayı, anlama veya hedeflere ulaşma ile ilişkilendirdiğini ve fizyolojik, bilişsel ve duyuşsal faktörlerin okuma performanslarını etkileyebileceğini bildiklerini ortaya koymuştur. Bazı yabancı dil okuyucuları, meta-okuma anlayışına sahip olabilirler; yani, bu okuyucular okuma becerilerini ve okumayı etkileyen dinamikleri diller arasında aktarabilirler. Eğitimin ardından, katılımcıların öz farkındalıkları artmış ve yabancı dilde stratejik okumaları değişmiştir. Yabancı dilde okuma motivasyonları ve ilgileri de olumlu yönde değişmiştir. Son olarak, üstbilişi pratik eden okuyucular, stratejik okumanın bilişşel olarak yorucu olduğunu fakat, zamanda verimlilik, anlama ve yabancı dili öğrenmede etkinlik ve farkındalık ve özgüven kazandırması sebebiyle bu uygulamaya devam edeceklerini belirtmişlerdir.Anahtar sözcükler: Üstbiliş, yabancı dil, okuma, öz farkındalık, eğitim uygulaması. 193 Individuals' metacognition can show variations (Veenman et al., 2006); however, research demonstrated that students can be taught metacognition (Öztürk, 2015). That is, individuals can learn how to orient themselves to task demands or goals, monitor comprehension, regulate reading strategies to deal with comprehension failures, interpret and test predictions, evaluate one's intellectual enterprise, reflect on comprehension, and evaluate task performance, goal attainment, and effectiveness of strategies (Offering independence with learning, reading is an impo...

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“…Anjomshoaa, et al, 2012;Hosseini, et al, 2014;Mehrdad, et al, 2012;Wang, 2015;Zare, 2007), and reading strategies used for different texts, tasks and settings (Cogmen & Saracaloglu, 2009;Lee, 2012;Tercanlioglu, 2004;Malcolm, 2009;Zhang et al, 2008). This literature reveals that although reading strategies are important in enhancing reading comphension, there is still a gap in exploring the roles of reading strategies in investigating the challenges of using reading strategies in L2 reading comprehension in the context of EMI and EFL.…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

“…Anjomshoaa, et al, 2012;Hosseini, et al, 2014;Mehrdad, et al, 2012;Wang, 2015;Zare, 2007). Mehrdad, et al, (2012) investigated the effects of teaching cognitive and metacognitive strategies on EFL students' reading comprehension across proficiency levels in Azad University.…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Noor¹

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Considerable research has shown that the use of reading comprehension strategies (RCS) in the learning of second language (L2) has positive effects on students' reading comprehension (RC) performance. However, the development of L2 reading comprehension has been a challenge to Year 6 classes in Brunei that take place in an English as a foreign language (EFL) societal environment where both students and teachers have to achieve and work through English as a medium of instruction (EMI). In this complex environment, English reading comprehension amongst students in Brunei has been identified as an area that needs to be improved. The purpose of this study was to develop a deeper understanding of the complex relationships between the learning and teaching of RCS and the lived experience of Bruneian Year 6 students and teachers in EFL/EMI settings. This was achieved through an investigation of the facilitating or hindering factors involved in learning and teaching of RCS in L2 RC EFL/EMI classrooms, and an exploration of ways students and teachers manage EFL and EMI in the learning and teaching of RCS in L2 RC lessons. Engeström's Second Generation Activity Theory (2001) was used both as a theoretical framework and a method for analysis to generate a rich description of the complex environment in which the learning and teaching of RCS occurs.This study employed an instrumental case study using a sequential exploratory design and a mixed method approach. A total of 477 Year 6 students and 57 teachers participated in this study. In the first phase, data were collected from the students and teachers using RCS self-report surveys.This was followed by students undertaking a reading comprehension stimulation task, students' group interviews, teachers' interviews and classroom observations. Quantitative data were analysed using SPSS and thematic analysis was undertaken for the qualitative data.This study found that students and teachers were aware of the role of RCS in enhancing reading comprehension. However, the facilitating or hindering factors of EMI in EFL environment within an examination orientated education system such as students' perceived English competencies, limited instructional resources, and teacher directed pedagogical practices led to complexities in implementing RCS in the learning and teaching of L2 RC. The findings of this research provided evidence of some of the facilitators and hindrances of the learning and teaching of L2 RC, specifically the impact of EFL/EMI in the use of RCS in the bilingual classroom, and the ways students and teachers manage the learning and teaching of L2 RC within a complex system. This study further suggests that the learning and teaching of RCS in L2 RC lessons should be seen ii as complex as it is closely related to EMI policies in EFL setting within an examination orientated education system.The study adds to our understanding of RCS teaching and learning through the exploration of a context new to language learning strategies (LLS) research, that is, the use of...

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The Influences of Metacognitive Awareness on Reading Comprehension in Iranian English Undergraduate students in Kerman, Iran

Cited by 8 publications

References 19 publications

The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java

The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java

Metacognition in a Foreign Language Reading Context

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

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