Comparing Reading Processing Strategies of Second Language Readers

Shah, Parilah M.; Yusof, Aminuddin; Lip, Suhana Mohamed; Mahmood, Nurulhafizah; Hamid, Yurni Emilia Abd; Hashim, Shahirah M.

doi:10.3844/ajassp.2010.140.144

Cited by 7 publications

(4 citation statements)

References 3 publications

(4 reference statements)

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“…The findings of this study reported that metacognitive strategies including many among thinking, text scanning, text summarizing, and self-questioning strategy were considered as the most essential for effective comprehension and learning how to read with complete meaning of the texts. To conclude, the findings of this study significantly validated the studies of (Franco-Castillo, 2013; Salataci & Akyel, 2002;Shah, et al 2010) that investigated multiple strategies for students to plan, monitor, and evaluate their comprehension performances and ability to handle written texts.In short, this study has provided the substantiations that engineering students can develop their reading comprehension ability through metacognitive strategies.…”

Section: Resultssupporting

confidence: 80%

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Investigating Metacognitive Strategies for overcoming Barriers to Reading Comprehension: Insights from a Pakistani Context

Channa

Abassi

Nordin

et al. 2018

Journal of Language and Cultural Education

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The main aim of this research was to investigate metacognitive strategies through reading comprehension practice by first year students of engineering departments. The students of four engineering departments were selected as the participants in this research work. The qualitative instrument based on focus group interview was used for collecting data from first year students of four engineering departments to know the perceptions and their needs to develop reading comprehension through metacognitive strategies. The researchers developed interview questions for this study. These questions were validated by two experts of faculty of cognitive science and human development at university Malaysia Sarawak. The researchers obtained permission from the chairmen of four departments at a university in Pakistan. Almost 8 groups consisting of 5 informants in each participated in this research. The data was documented by using audio-tape; NVivo software, version 8 was used to organize data for obtaining main themes of the study. This research generated the most important themes for the interpretation of the results. The study contributed the most promising results which revealed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This research suggested administrators, teachers, and curriculum designers to design and implement reading comprehension courses and syllabus for first year engineering students.

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Section: Resultssupporting

confidence: 80%

“…Recently, Shah, Yusof, Lip, Mahmood, Hamid and Hashim (2010) investigated the use of strategies through survey by comparing strategies in Malaysia. The results of the study indicated that differences were found among average and good readers.…”

Section: Review Of Literaturementioning

confidence: 99%

Investigating Metacognitive Strategies for overcoming Barriers to Reading Comprehension: Insights from a Pakistani Context

Channa

Abassi

Nordin

et al. 2018

Journal of Language and Cultural Education

View full text Add to dashboard Cite

show abstract

“…Thus, the study suggested teaching and learning metacognitive strategies for successful comprehension. Recently, Shah, Yusof, Lip, Mahmood, Hamid and Hashim (2010) investigated the use of strategies through survey by comparing strategies in Malaysia. The results of the study indicated that differences were found among average and good readers.…”

Section: The Metacognition In Readingmentioning

confidence: 99%

Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

Channa¹,

Abassi²,

John³

et al. 2018

IJEL

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The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants. The data was recorded in audio-tape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students.

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“…Such findings between RA and strategy use support those of previous research (e.g. Akkakoson, 2013;Baker & Boonkit, 2004;Ghosh & Madhumathi, 2012;Hong-Nam, et al, 2014;Lee & Liao, 2007;Karbalaee, 2013;Shah , et al, 2010;Singhal, 2006;Sheorey & Boboczky, 2008;Zhang & Wu 2009). These findings provide strong evidence for the influence of reading achievements in strategies use in Brunei as an additional context for RCS research, and confirm that RCS use is related to reading achievements.…”

Section: Use and Relationship Of Rcs And Students Reading Achievementssupporting

confidence: 81%

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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Comparing Reading Processing Strategies of Second Language Readers

Cited by 7 publications

References 3 publications

Investigating Metacognitive Strategies for overcoming Barriers to Reading Comprehension: Insights from a Pakistani Context

Investigating Metacognitive Strategies for overcoming Barriers to Reading Comprehension: Insights from a Pakistani Context

Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

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

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