This study aimed to investigate how metacognitive reading strategies correlate with EFL learners’ achievement. Three types of metacognitive reading strategies were measured in this study, namely: ...global reading strategies, problem-solving reading strategies, and support reading strategies. The data collection was conducted with 56 participants from an ESP reading class at a private university in Yogyakarta. This study found that problem-solving reading strategies and global reading strategies correlated positively with students’ achievement, while support reading strategies correlated negatively with their achievement. However, those correlations were not statistically significant. Therefore, it indicates insufficient evidence to suggest that the same correlations also happened in the population or that the observed correlations might have occurred by chance. Despite the correlations not being statistically significant, in this research, the participants were sampled from the population with a 95% confidence level and a margin of error of 5%.In addition to the findings, this study provides teachers with an example of a framework for a needs analysis to measure their students’ metacognitive reading strategies and help them plan more informed reading instruction.
Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university ...students in a Business English class during the COVID-19 pandemic. Methods. The methodology is based on a survey, which was conducted among 192 freshman university students in their specialized courses of Business English as a foreign language. The research instrument was a metacognitive reading strategies awareness (MARSI) questionnaire. Results. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies. Conclusions. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment.
This research aimed to develop and validate a new self-report instrument, the ESL/EFL Reading Strategies Inventory (EERSI), for investigating ESL/EFL learners' use of reading strategies when reading ...English informational texts. A total of 354 EFL students from a university in Bangkok, Thailand, participated in this study. An exploratory factor analysis (EFA) was conducted to determine the underlying factor structure of the instrument. A confirmatory factor analysis (CFA) was subsequently carried out to verify the results obtained from the EFA. The EFA yielded a 27-item 10-factor model, comprising various processes in three categories of reading strategies (i.e. cognitive, metacognitive, and metalinguistic approaches). The CFA indicated that the hypothesized 10-factor model exhibited a relatively good fit to the data. The EERSI has acceptable validity and reliability, and can serve as a tool for exploring ESL/EFL learners' perception regarding their use of reading strategies. Applications of the inventory are discussed.
This paper aimed at investigating the frequencies of reading strategies employed by Vietnamese non-English major students while taking a reading comprehension test at Kien Giang University. Data was ...collected through a questionnaire delivered to 117 sophomores who majored in Economics, Accounting and Construction at Kien Giang University. The results from the descriptive statistics showed that Vietnamese non-English majors were medium strategy users. Of the three types of reading strategies, cognitive strategies were the most frequently used, followed by metacognitive and support reading strategies. Out of 27 reading strategies, students reportedly used item number 14 “I read the text again for better understanding.” at the highest frequency while rating item number 2 “I determined what the type of the text is.” the least frequency.
This research aimed at finding out types of reading strategies and the dominant reading strategies used by the fourth semester students of English Education Study Program in Muhammadiyah University. ...The subject of this research was all fourth semester students of English Education Study Program in academic year 2018/2019. This research used descriptive quantitative method in the form of survey. The data were collected by using the questionnaire as the instrument. The result shows that the fourth semester students of English Education Study Program in Muhammadiyah University used the four reading strategies in reading: cognitive, metacognitive, compensation, and testing strategies. The dominant reading strategy was metacognitive strategy. Among the four strategies, metacognitive strategies (3.2) were the most frequent strategies used by the fourth semester students. It was followed by testing strategies with average score (3.0), compensation strategies with average score (2.9), and finally cognitive strategies with average score (2.8). The four reading strategies were categorized in moderate level. It can be concluded that the students were using the four reading strategies quite well, and they used metacognitive strategy mostly when they do a reading activity in the classroom, such as thinking about the learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned.
Reading English text as a basic language skill has a complicated process to be absorbed by second language learners. In practice, Text-based has enlarged students to the complicated of reading ...comprehension. Therefore, various kinds of teaching reading strategies appropriate to students’ characters and needs are determined. This study aimed to identify teaching reading strategies that English teachers frequently use and identify students’ reading achievement by applying certain recommended strategies and identifying its effect in the teaching and learning process. The subject was thirty students in the eighth grade of SMPN 1 Jereweh, Academic Year 2019/2020. Data collection procedures were FGD, In-depth Interview, Observation, and a reading test. The reading test was distributed toward the Pre-test and Post-test. While the data analysis was a qualitative and inferential statistic. The findings showed two kinds of teaching reading strategies that were frequently applied by English teachers in SMPN 1 Jereweh, namely, SQ3R and QAR. By designing a new combination between both of those strategies, students reading comprehension achievement showed that dominantly students’ categorized in “Good “level. The mean score was significantly different (Pre-test= 55.83, while Post-Test= 78.92). In addition, the r = 0.00 < 0.05 meant that there were significant effects before and after implementing SQ3R and QAR strategies. Thus, this design was recommended for teaching reading comprehension.
In order to better understand whether and how college students use certain textbook reading strategies, this project employed several important methods in concert, including a textbook reading ...strategy inventory that focused on frequency of strategy use, eye‐movement recordings of participants reading college textbook excerpts, and think‐aloud sessions in which participants viewed their own eye‐movement recordings and used them as a stimulus to engage in a structured retrospective think‐aloud about their own reading approach and strategies. Salient findings include participants' emerging articulations about the observable reading strategies they identified themselves implementing, discrepancies in their assumptions about their reading strategies and what they actually employed, and the sometimes surprising (to the participant) strategies they used to navigate these textbook excerpts.
This systematic literature review was undertaken primarily to examine the role that print and digitally mediums play in text comprehension. Overall, results suggest that medium plays an influential ...role under certain text or task conditions or for certain readers. Additional goals were to identify how researchers defined and measured comprehension, and the various trends that have emerged over the past 25 years, since Dillon s review. Analysis showed that relatively few researchers defined either reading or digital reading, and that the majority of studies relied on researcher-developed measures. Three types of trends were identified in this body of work: incremental (significant increase; e.g., number of studies conducted, variety of digital devices used), stationary (relative stability; e.g., research setting, chose of participants), and iterative (wide fluctuation; e.g., text length, text manipulations). The review concludes by considering the significance of these findings for future empirical research on reading in print or digital mediums.
In this article, we examine the cognitive processes that are involved when readers comprehend conflicting information in multiple texts. Starting from the notion of routine validation during ...comprehension, we argue that readers' prior beliefs may lead to a biased processing of conflicting information and a one-sided mental model of controversial issues (text-belief consistency effect). An important distinction is that such biases occur routinely as a by-product of basic comprehension processes. However, readers can actively engage in strategies that work against the biasing effects of prior beliefs when they possess the relevant cognitive resources and are motivated to activate them. A review of published studies that examined belief effects in multiple text comprehension supports the two-step model of validation. We discuss implications of this model for multiple text comprehension and educational practice and delineate directions for future research.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Children with Down syndrome (DS) using intensive computer-based phonics (GraphoGame, GG)were studied. The children’s independence and improvement in phonological processing, letterknowledge, word ...decoding, and reading strategies were investigated. Seventeen children (5–16years) with DS participated in a crossover design through 8 weeks (one period), with three testsessions separated by 4 weeks. Children were randomly assigned to GG intervention or regularschooling (RS). All children completed one period and eight children completed two periods. Amajority gradually became independent in managing GG. At the group level, very little benefit wasfound from working with GG. At the individual level, several children with mild to severe intellectualdisabilities showed increased decoding of trained words. After one period of GG and RS, anincrease in alphabetically decoded words was found. The finding suggests that when individualchallenges are considered, computer-based phonics may be beneficial for children with DS in theireducational setting.
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