Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

Abbasian, Gholam-Reza; Hartoonian, Anahid

doi:10.5539/elt.v7n6p160

Cited by 14 publications

(10 citation statements)

References 12 publications

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“…Selfregulation is the ability of individuals to ensure that they are or have not been involved in critical thinking skills in monitoring personal cognitive activities [13]. Fundamental factors in capacity building, understanding focus, and selfregulated students will better understand [14][15][16]. Having a role helps students manage their thoughts, emotions, and behaviors to successfully guide, guide learning experiences in achieving goals [17].…”

Section: Resultsmentioning

confidence: 99%

The Profile of Critical Thinking Skill Students in XI Grade of Senior High School

Elisanti¹,

Sajidan²,

Prayitno³

2018

Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017)

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The development of the 21st century requires learners to have a sophisticated knowledge insight in the era of global competition. The 21st-century generation must master high-order thinking skills. One of them is critical thinking skills. Critical thinking skills are skills that learners must possess. This study aims to analyze the profile of students' critical thinking skills with purposive sampling technique. Participants of this study were 234 students of class XI SMA Negeri (Public Senior High School) Academic Year 2016-2017.The test is in essay form that is tailored to the indicator of critical thinking skills according to Facione. Data were analyzed by a qualitative descriptive method. Based on the results of data analysis that students' critical thinking skills were still categorized as low. The percentage obtained from result of analysis about essay test that used got average mean value of interpretation aspect equal to 46,03% with low category, analysis aspect 60,20% with medium category, evaluation aspect equal to 42,82% with low category, aspect of inference is 40,16% with low category, explanation aspect 53,65% with low category, and self-regulation aspect 32,20% with low category. It was caused students got difficult for classifying, coding, categorizing, reviewing ideas, assessing arguments, analyzing arguments, assessing questions and assessing arguments, asking for evidence, alternative allegations, drawing conclusions, stating outcomes, justifying procedures, presenting arguments and self-examinations, corrections self. The results of this study provide information about the profile of students 'critical thinking skills so that teachers are expected to be able to design the process of learning activities, develop a specific subject of pedagogy with innovative learning models that can empower students' critical thinking skills.

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Section: Resultsmentioning

confidence: 99%

The Profile of Critical Thinking Skill Students in XI Grade of Senior High School

Elisanti¹,

Sajidan²,

Prayitno³

2018

Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017)

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“…Compared to MC items, OE items impose two different time-consuming tasks on test takers: reading and writing. Given that ESL learners are slow writers and frequently adopt time-management strategies during a test (Abbasian & Hartoonian, 2014), some participants could have tried to read faster in the OE format to secure more time for writing. Further qualitative investigations, including focused interviews and eye-tracking, are recommended to identify the reasons.…”

Section: Discussionmentioning

confidence: 99%

Test format effects: a componential approach to second language reading

Lim

2019

Lang Test Asia

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Background: This study aims to empirically answer the question of whether the role of sub-reading skills changes depending on the test format (e.g., multiplechoice vs. open-ended reading questions). The test format effect also addresses the issue of test validity-whether the reading test properly elicits constructrelevant reading skills or ability. The research questions guiding the study are as follows: (1) Do test scores differ systematically depending on the test format? (2) Do the predictors of test scores differ systematically depending on the test format?Methods: Ninety Chinese ESL students participated in the study at the postsecondary level and took two TOEFL practice testlets, one with multiple-choice (MC) questions and the other with stem-equivalent open-ended (OE) questions. In addition to the reading comprehension test, the participants completed a vocabulary test, grammar test, word recognition task, sentence processing task, working memory test, and strategy questionnaires (reading and test-taking strategies). Results: The participants performed better on the MC questions than the corresponding OE questions, regardless of the text effect. More importantly, an L2 reading test in a different format involved different sub-reading components; vocabulary knowledge was the only significant predictor of MC test scores, whereas for the OE reading test, grammar knowledge, word recognition skills, and possibly inferencing strategies were found to be significant predictors. Conclusion: Despite a number of limitations, the value of this study lies in the effort to empirically test format effects by taking a componential approach to reading. The findings suggest the possibility that differently formatted reading questions may tap into different sub-reading component skills. To accurately reveal the underlying structure of the reading construct being tested in MC and OE tests, however, we call for a larger scale data collection with mixed research methods employed.

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“…There are many studies that declared the connection between SRL and reading achievement such as (Zarei, Esfandiari & Akbari 2016;Oruç & Arslan 2016;Maftoon & Tasnimi 2014;Abbasian & Hartoonian 2014;McMahon & Dunbar, 2010;Nash-Ditzel, 2010;Swalander & Taube, 2007). These studies declared the importance of self-regulated learning strategies in enhancing students' reading comprehension skills because poor readers face many difficulties in using and choosing strategies that help them to read and understand the text.…”

Section: Studies Related To Self-regulated Learning and Reading Comprehensionmentioning

confidence: 99%

Using a Computer-based Scaffolding Strategy to Enhance EFL Preparatory Stage Students' Reading Skills and Self-Regulation

Mostafa¹,

Dadour

Qoura

2019

Journal of Research in Curriculum Instruction and Educational T

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he study aimed at investigating the effect of using a computer-based scaffolding strategy to enhance EFL Preparatory Stage Students' Reading Skills and Self-Regulation. The participants of the study were Sixty (60) first year preparatory School Students from Al-Zayaat preparatory school, New Damietta, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used multiple instruments: a reading comprehension skills checklist, a computer and Internet Skills Survey to choose the sample of the study, pre posttest of reading comprehension and Pintrich et al 's (1991 & 1993) Self-Regulation Questionnaire (SRQ). The researcher taught both groups: the experimental group was taught through using a computer-based scaffolding strategy while the control group was taught through the traditional way of teaching. The results of the study revealed that there were statistically significant differences between the mean scores of the experimental group and the control group in the reading comprehension skills in addition to self-regulation in favor of the experimental group. The effect size of using a computer-based scaffolding strategy was found to be high. The study recommends using a computer-based scaffolding strategy as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

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Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

Cited by 14 publications

References 12 publications

The Profile of Critical Thinking Skill Students in XI Grade of Senior High School

The Profile of Critical Thinking Skill Students in XI Grade of Senior High School

Test format effects: a componential approach to second language reading

Using a Computer-based Scaffolding Strategy to Enhance EFL Preparatory Stage Students' Reading Skills and Self-Regulation

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