Metacognitive Reading Strategies among Undergraduates

Rajab, Azizah; Rahman, Hamidah Abdul; Wahab, Shah Rollah Abdul; Nor, Faizah Mohd; Zakaria, Wan Zarina Wan; Rajim, Wan Zahidah

doi:10.18178/ijiet.2017.7.7.928

Cited by 7 publications

(5 citation statements)

References 10 publications

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“…These strategies highlighted the importance of verifying understanding when encountering conflicting information, deepening understanding, and retaining information that will contribute to an overall comprehension and critical thinking skills. These findings are aligned with the study by Rajab et al (2017), where the utilization of reading strategies by undergraduates helped to overcome any reading difficulties. Not only that, awareness of reading strategies is also essential for readers to become proficient and independent learners, capable of effectively navigating various texts and extracting meaning from them.…”

Section: Summary Of Findings and Discussionsupporting

confidence: 87%

“…Many studies have been conducted to investigate the use of reading strategies among ESL learners ranging from different education levels (Rajab, Rahman, Wahab, Nor, Zakaria & Rajim, 2017;Khreisat, 2022), especially focusing on the three reading strategies which are Global, Problem-solving, and Support reading strategies.…”

Section: Past Studies On Reading Strategiesmentioning

confidence: 99%

“…The study by Rajab et al (2017) studied the metacognitive reading strategies among undergraduates. The respondents consisted of 54 undergraduates in Universiti Teknologi Malaysia (UTM).…”

Section: Past Studies On Reading Strategiesmentioning

confidence: 99%

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Exploring Learners’ Perception of Different Types of Reading Strategies in Academic Reading

Jelani,

Mahmud,

Md Yazid

et al. 2023

IJARBSS

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This study was intended to find out learners' perception of different types of reading strategies in Academic Reading. The utilization of reading strategies is important so that learners will be able to comprehend reading materials effectively. According to Khairiani (2012), the utilization of reading strategies has been recognized as a crucial element in enhancing students' reading comprehension. The study is also aimed at transforming the learners' perception on the difficulties of reading and lessening their views of it as being burdensome. The purpose of this quantitative study is to identify how learners perceive their use of reading strategies (Global Reading Strategies, Problem-Solving Reading Strategies and Support Reading Strategies). A questionnaire to explore motivation factors for learning among undergraduates was administered to 113 foundation students. The instrument used is a 5 Likert-scale survey rooted from Mokhtari & Reichard (2002) and it consists of 4 sections. Section A has items on Demographic Profile. Section B has 13 items on Global Reading Strategies. Section C has 8 items on Problem-Solving Strategies and Section D has 9 items on Support Reading Strategies. Findings showed that these strategies will contribute to an overall comprehension in Academic Reading and it has also been found that there is a positive relationship across all reading strategies. It is recommended to study the effect of reading strategies on learners' achievement and future researchers may also explore other avenues to further expand the reading strategies such as the usage of technological devices that are built to accommodate learners.

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Section: Summary Of Findings and Discussionsupporting

confidence: 87%

Section: Past Studies On Reading Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Learners’ Perception of Different Types of Reading Strategies in Academic Reading

Jelani,

Mahmud,

Md Yazid

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Generally, EFL learners seem to demonstrate moderate to high awareness of reading strategies, while they tend to resort to problem solving strategies most, followed by global and support strategies (Anderson, 2002;Malcolm, 2009;Mokhtari & Reichard, 2004;Zare & Maftoon, 2014). Similarly, investigating the metacognitive reading strategies used by undergraduate students while reading academic texts, Rajab, Rahman, Wahab, Nor, Zakaria and Rajim (2017) found out that when students have difficulties in comprehending academic texts they tend to use more problem-solving reading strategies than global or support reading strategies. The findings indicated that students are not focusing on knowing the most effective strategies, but rather on how to use strategies effectively and appropriately.…”

Section: Literature Reviewmentioning

confidence: 99%

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2021

MAPSS

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“…It is common for readers to adopt much more strategies as compared to studies done abroad. Jafarigohar & Khanjani (2014), Rajab et al (2017) and Amal et al (2017) have carried out research and determined that students employed different reading strategies such as problem-solving, global and support strategies when reading a text. Ruhil Amal et al (2017) further mentioned the use of problem solving were able to make understanding for readers when they are confronted with difficulties during reading, while support strategies aids readers in maintaining an intact relation of the idea of the text being read.…”

Section: Differences Between High and Low Proficient Readers In Malaysiamentioning

confidence: 99%

Examining University Students’ Reading Performances and Behaviors with the Use of Eye-Trackers

Yusri¹,

Soh²

2019

IJARBSS

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The primary aim of the study was to examine Malaysian students' reading behaviours and performances. A total of twenty-one participants took part in this study. Participants were segregated into two different reading proficiencies: high and low. Findings from the reading passage and comprehension questions are calculated and analysed. The high proficient readers initial processing time were much longer in reading passage as compared to reading comprehension question, while the low proficient readers had shorter processing time during passage reading, but longer in reading comprehension question. During late processing time the high group indicated that their rates were smaller than the low proficient readers. The finding showed that there are significant different between reading behaviour of high and low proficient readers. An eyetracker was used to collect data.

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Metacognitive Reading Strategies among Undergraduates

Cited by 7 publications

References 10 publications

Exploring Learners’ Perception of Different Types of Reading Strategies in Academic Reading

Exploring Learners’ Perception of Different Types of Reading Strategies in Academic Reading

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Examining University Students’ Reading Performances and Behaviors with the Use of Eye-Trackers

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