İngi̇li̇zce Öğretmenli̇ği̇ Bağlaminda Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindaliği

Boyraz, Serkan

doi:10.18033/ijla.3655

Cited by 2 publications

(3 citation statements)

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“…Thus, it is to be anticipated that they will have fewer language learning barriers when compared to respondents who receive most of their learning in their L1 (Arabic). However, this general result of the study about respondents being high users of problem-solving and global strategies is not consistent with the general findings of previous research studies showing EFL respondents' moderate awareness and use of metacognitive reading strategies (e.g., Al-Sohbani, 2014;Boyraz & Altinsoy, 2017;Meniado, 2016). The moderate strategy use can be explained by the students' limited exposure to English on a daily basis which has probably contributed to their lack of awareness of metacognitive reading strategies that can facilitate their reading comprehension.…”

Section: Discussioncontrasting

confidence: 96%

“…On the other hand, learners who have reached higher proficiency levels have entered an advanced stage in which they can employ a variety of metacognitive reading strategies at their disposal to support their reading comprehension performance. Reading strategy studies in EFL settings also reported that both good and poor readers have been shown to use similar reading strategies, but they differ in the frequency and variety of strategy use as well as good readers' ability to draw on a variety of strategies in a coherent manner to process reading texts (e.g., Al-Mekhlafi, 2018;Al-Sohbani, 2013;Boyraz & Altinsoy, 2017;Endley, 2016). Therefore, regardless of proficiency level, good readers are generally aware of strategies and use them efficiently, but less successful, or poor, readers are prevented from drawing on strategic knowledge by their limited proficiency in the L2 (Malcolm, 2009).…”

Section: Introductionmentioning

confidence: 99%

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A Descriptive Analysis of the Metacognitive Reading Strategies Employed by EFL College Students in Kuwait

Alrabah¹,

Wu²

2018

IJEL

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The study measured the awareness and use of metacognitive reading strategies among English as a foreign language (EFL) students at a medical college in Kuwait. The college offers a four-year Bachelor of Science in Nursing (BSN) and a two-year Associate Degree in Nursing (ADN). Data collection involved distributing the Metacognitive Awareness of Reading Strategy Inventory (MARSI) online through Google Forms to a sample of 80 students (Mokhtari & Reichard, 2002). Data were analyzed for strategy use, variations in strategy use between the BSN and ADN students, and the most and the least frequently-used strategies by the participating students. Microsoft Excel software generated the means, percentages, rankings, and standard deviations of strategy use. Findings indicated that the participating students were overall highly aware of metacognitive reading strategies. Moreover, the results showed that while the participating students were high users of problem-solving and global strategies, they were medium users of support strategies. The results also indicated that years of studying English showed a possible impact on the variations in strategy use between the participating students at the BSN and ADN programs. Finally, the analysis revealed that while the most frequently-used strategies among the participants were problem-solving strategies followed by global strategies, the least frequently-used strategies were support strategies. Implications for pedagogy included the need for English teachers to first identify their students’ awareness of metacognitive reading strategies. Second, English teachers can implement evidence-based instruction to maximize the use of students’ metacognitive reading strategies.

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Section: Discussioncontrasting

confidence: 96%

Section: Introductionmentioning

confidence: 99%

A Descriptive Analysis of the Metacognitive Reading Strategies Employed by EFL College Students in Kuwait

Alrabah¹,

Wu²

2018

IJEL

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“…Although the inventory was revised in 2018, the widespread use of the old version in the Turkish context indicated a gap and the need for a new adaptation study, which was also the motivation for this study. In other words, the adapted version of MARSI by Öztürk in Turkish (2012) has been widely used in the Turkish context (e.g., Boyraz, & Altinsoy, 2017;Sarıçoban & Behjoo, 2017), and although the revised version has been available since 2018, the old version is still implemented in some recent studies (e.g., Bagcı & Unveren, 2020; Erdoğan & Yurdabakan, 2018;Köse & Günesli, 2021;Tamin & Büyükahska, 2020). In conclusion, before giving detailed information about the methodology of the study, a piece of brief information will be given for a better understanding of the revision and enhancement of the old form into a revised 15-item inventory.…”

Section: Introductionmentioning

confidence: 99%

The validity and reliability of the Turkish version of revised metacognitive awareness of reading strategies inventory

BÖREKCİ¹,

Börekci

2023

International Journal of Assessment Tools in Education

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This study aims to adapt the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI- R) into Turkish. MARSI-R is a self-report instrument designed to assess students’ metacognitive awareness of reading strategies and perceived strategy use when reading school-related materials. 525 students (65% female, 35% male, Mage = 13 years old.) from multiple school types and degrees participated in this study. A stepwise validation procedure was used to translate and produce a Turkish version of the inventory. Evidence of structural and external aspects of validity for the inventory was collected. The 15-item inventory had a three-factor solution (global reading strategies, problem-solving strategies, and support reading strategies), as supported by confirmatory factor analysis. Turkish version scores were positively correlated with students' perceived reading ability, which provides evidence of MARSI-R's external validity. The coefficient of stability was calculated using data from 85 students who took the Turkish version of the MARSI-R twice in a five-week interval. The study’s overall results provided evidence of the reliability and validity of the inventory. According to the results presented in this study, the Turkish version of the inventory can be implemented to assess the students’ metacognitive awareness of reading strategies and perceived strategy use. The findings show that the adapted inventory can be used to obtain valid and reliable results for Turkish lower and upper secondary school students.

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İngi̇li̇zce Öğretmenli̇ği̇ Bağlaminda Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindaliği

Cited by 2 publications

References 0 publications

A Descriptive Analysis of the Metacognitive Reading Strategies Employed by EFL College Students in Kuwait

A Descriptive Analysis of the Metacognitive Reading Strategies Employed by EFL College Students in Kuwait

The validity and reliability of the Turkish version of revised metacognitive awareness of reading strategies inventory

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