EFL University Students’ Metacognitive Awareness of Reading  Strategy and Its Correlation with Their Reading Comprehension

Kusumawardana, Zhafirah Rosa; Akhiriyah, Suvi

doi:10.31764/leltj.v10i1.8879

Cited by 3 publications

(5 citation statements)

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“…(2013), using the MARSI, reports there is no relationship found between the learners' metacognitive awareness of reading strategies and reading performance. Similarly, Kusumawardana and Akhiriyah (2022) report no correlation between the MARSI-R and reading performance. Guan et.…”

Section: Discussionmentioning

confidence: 93%

“…Mokhtari et.al. (2018) reported Cronbach alpha .850 and Kusumawardana and Akhiriyah (2022) reported .930 respectively. These show that the MARSI-R is a reliable and useful instrument to assess learners' self-perceived strategy use.…”

Section: Discussionmentioning

confidence: 97%

“…Overall, learners reported moderate and high levels of metacognitive awareness of reading strategies before and after the reading task, and this is in line with previous findings (e.g., Luo et. al., 2013;Kusumawardana and Akhiriyah, 2022).…”

Section: Discussionmentioning

confidence: 99%

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Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

Ling¹,

Dong²,

Wang³

2023

ELT

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This study investigated EFL learners’ self-perceived metacognitive strategy use with the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R). Data collection followed two steps. In the first step, 213 EFL learners responded to the inventory twice (before and after a reading comprehension task). In the second step, 81 out of the 213 participants answered an open survey inquiring learners’ perception and changes of perception of metacognitive reading strategy use during the reading process. Results indicate that learners’ self-perceived strategy use changed significantly after performing the reading task. Learners’ feedbacks in the survey show that learners’ self-perceived strategy use might not reflect the actual use of strategies. This inconsistency between self-perceived reading strategy use and the actual strategy use might mislead learners in their foreign language learning. Further empirical studies are needed to validate the instrument and explore classroom instructions that help learners better understand their actual strategy use during the reading process.

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Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 97%

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Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

Ling¹,

Dong²,

Wang³

2023

ELT

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“…Moreover, metacognitive strategies play a crucial role in helping students overcome comprehension challenges. For example, when students encounter difficult vocabulary or complex sentence structures, they can utilize metacognitive strategies such as re-reading, context clues, or sentence breakdown to enhance understanding (Kusumawardana & Akhiriyah, 2022). This ability to adapt and overcome obstacles through metacognitive strategies fosters resilience and improves reading achievement, thereby instilling a sense of resilience in the learners.…”

Section: Enhancing Comprehension Through Metacognitive Strategiesmentioning

confidence: 99%

The Correlation between Metacognitive Strategies and IELTS Reading Achievement among Chinese Students

Fang,

Rahman

2024

OJML

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This study investigates the correlation between metacognitive strategies and IELTS reading achievement among Chinese students. A sample of 242 Chinese learners preparing for the IELTS examination participated in the study. The metacognitive strategy was assessed using the Survey of Reading Strategies (SORS), and IELTS reading achievement was evaluated using Cambridge Practice Tests for IELTS. The research design employed correlational analysis, revealing a significant positive correlation between overall metacognitive strategies and IELTS reading achievement. Specifically, problem-solving strategies emerged as the most influential predictor of IELTS reading achievement. To reiterate, the findings of this study underscore the importance of incorporating problem-solving strategies into reading curricula to enhance students' reading achievement, contributing to the existing literature of language learning by highlighting the significance of metacognitive strategies in enhancing IELTS reading achievement among Chinese students and offering valuable insights for educators and curriculum developers.

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“…However, unless learners are aware of what learning strategies are, and how they can get the benefit of them, developing and sustaining autonomy might be highly challenging. Therefore, strategy instruction has been suggested with the aims of increasing learners' metacognitive awareness of learning strategies (Alrabah & Wu, 2019;Annury, Mujiyanto, Saleh & Sutopo, 2019;Ashadi, 2019;Aziz, Nasir & Ramazani, 2019;Carrell, 1989;Deliany & Cahyono, 2020;Kung & Aziz, 2020;Kusumawardana & Akhiriyah, 2022), promoting learner autonomy as well as learners' self-esteem and self-efficacy (Hong-Nam & Leavell, 2011), fostering critical thinking (Mohseni, Seifoori & Ahangari, 2020), and specifically improving learners' reading comprehension skills (Alfassi, 2004;Alshammari, 2022;Altahap, 2022;Dole, Brown & Trathen, 1996;Sporer, Brunstein & Kieschke, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Strategy Training on the Use of Global Reading Strategies: Implications From Think-Aloud and Eye-Tracking Data

UTKU BILICI,

SUBASI,

DOLGUNSOZ

2023

TOJDE

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Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners’ use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and thinkaloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehensionenhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols’ findings, revealed that the participants utilised global reading strategies more frequently to a statistically significant degree after the strategy instruction. Thus, it was concluded that strategy training was useful for the participants to improve their use of global reading strategies, and a recent technological tool can be purposefully integrated into the data collection procedure of educational research studies. Pedagogical implications on the strategy training for the employment of global reading strategies that would help students improve reading skills need to be given attention by teachers.

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EFL University Students’ Metacognitive Awareness of Reading Strategy and Its Correlation with Their Reading Comprehension

Cited by 3 publications

References 0 publications

Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

The Correlation between Metacognitive Strategies and IELTS Reading Achievement among Chinese Students

The Effects of Strategy Training on the Use of Global Reading Strategies: Implications From Think-Aloud and Eye-Tracking Data

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