Metacognitive Awareness of Reading Strategies among EFL High School Students in China

Li, Yang; Sim, Tam Shu

doi:10.37134/ajelp.vol5.4.2017

Cited by 3 publications

(2 citation statements)

References 9 publications

(9 reference statements)

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“…These findings are in line with previous ones that revealed a relation between metacognitive strategies and reading comprehension scores (Martínez‐Olvera & Esquivel‐Gamez, 2017; Sen, 2009). Yang and Sim (2017) investigated the relation between metacognitive awareness and reading performance. Bivariate and multiple regression tests showed that “global reading strategies” predicted reading performance.…”

Section: Literature Reviewmentioning

confidence: 99%

The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

Cárcamo

2023

Int J App Linguistics

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In recent years, reading comprehension studies have followed a componential approach aimed at determining the way in which variables interact. However, in L2 academic reading comprehension, this progress is still in its initial stages. With this context in mind, this paper aims to explore the relationship between prior knowledge and L2 reading comprehension by proposing a mediation model that considers L2 vocabulary knowledge and metacognitive awareness as mediating variables. A final sample of 75 Chilean university students with an intermediate level of English was used for the study. The variables measured were prior knowledge, vocabulary breadth, metacognitive awareness of reading strategies, and reading comprehension. Among the findings of this study, we propose a simple mediation model in which vocabulary knowledge functions as a mediator between prior knowledge and reading comprehension. Unexpectedly, the impact of metacognitive awareness was not found to be statistically significant.

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Section: Literature Reviewmentioning

confidence: 99%

The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

Cárcamo

2023

Int J App Linguistics

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show abstract

“…To realize this goal, learners have to utilize specific reading strategies and cognitive skills to aid reading comprehension (Jamian, Othman, Sabil & Masamin, 2016). Hence, this has lead to the important role of reading strategies in the field of second language learning (Yang & Sim, 2017).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

Ja’afar

Othman

Kesevan

et al. 2021

AJUE

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This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at 96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency. The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent. Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

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Cases

Qi,

Lu,

Pan

et al. 2023

Proc. ACM Interact. Mob. Wearable Ubiquitous Technol.

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The process of reading has attracted decades of scientific research. Work in this field primarily focuses on using eye gaze patterns to reveal cognitive processes while reading. However, eye gaze patterns suffer from limited resolution, jitter noise, and cognitive biases, resulting in limited accuracy in tracking cognitive reading states. Moreover, using sequential eye gaze data alone neglects the linguistic structure of text, undermining attempts to provide semantic explanations for cognitive states during reading. Motivated by the impact of the semantic context of text on the human cognitive reading process, this work uses both the semantic context of text and visual attention during reading to more accurately predict the temporal sequence of cognitive states. To this end, we present a Cognition-Aware Smart Eyewear System (CASES), which fuses semantic context and visual attention patterns during reading. The two feature modalities are time-aligned and fed to a temporal convolutional network based multi-task classification deep model to automatically estimate and further semantically explain the reading state timeseries. CASES is implemented in eyewear and its use does not interrupt the reading process, thus reducing subjective bias. Furthermore, the real-time association between visual and semantic information enables the interactions between visual attention and semantic context to be better interpreted and explained. Ablation studies with 25 subjects demonstrate that CASES improves multi-label reading state estimation accuracy by 20.90% for sentence compared to eye tracking alone. Using CASES, we develop an interactive reading assistance system. Three and a half months of deployment with 13 in-field studies enables several observations relevant to the study of reading. In particular, observed how individual visual history interacts with the semantic context at different text granularities. Furthermore, CASES enables just-in-time intervention when readers encounter processing difficulties, thus promoting self-awareness of the cognitive process involved in reading and helping to develop more effective reading habits.

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Metacognitive Awareness of Reading Strategies among EFL High School Students in China

Cited by 3 publications

References 9 publications

The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

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