Metacognitive Reading Strategies of Less Proficient Tertiary Learners: A Case Study of EFL Learners at a Public University in Makassar, Indonesia

Pammu, Abidin; Amir, Zaini; Maasum, Tengku Nor Rizan Tengku Mohd

doi:10.1016/j.sbspro.2014.02.049

Cited by 30 publications

(46 citation statements)

References 7 publications

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“…It also supports the findings of Hong-Nam and Page (2014) on the moderate use of metacognitive reading strategies of ELLs in America. However, this particular result of the study does not coincide with the general findings of previous researches showing active (High) overall use of metacognitive reading strategies by EFL students in Yemen (Al-Sobhani, 2013) and by those ESL students in Malaysia (Pammu, Amir, & Maasum, 2014;Maasum & Maarof, 2012) and in Botswana (Magogwe, 2013). This finding suggests that use of metacognitive strategies vary depending on language learners' settings and orientations.…”

Section: Discussioncontrasting

confidence: 99%

“…This result supports the findings of Al-Sobhani (2013) and Yuksel and Yuksel (2012) having EFL students in Yemen and Turkey actively use Problem Solving Strategies (PROB) at a high level. In ESL contexts, the results also show that even ESL students in Botswana (Magogwe, 2013), in USA (Hong-Nam & Page, 2014), Indonesia (Pammu, Amir, & Maasum, 2014), and in Malaysia (Maasum & Maarof, 2012) use Problem Solving Strategies at a high level. This shows that Problem-Solving Strategies are widely and actively used by different levels of learners in different contexts.…”

Section: Discussionmentioning

confidence: 84%

“…In Indonesia, Pammu, Amir and Maasum (2014) found out that Indonesian EFL learners use different metacognitive reading strategies but their use of metacognitive reading strategies did not bring corresponding improvements in the observed reading performances. In Russia, Korotaeva (2012) examined the metacognitive strategies in reading comprehension of education majors and found out that the respondents exhibited extremely ineffective metacognitive strategy use.…”

Section: Metacognitive Reading Strategiesmentioning

confidence: 89%

“…This finding suggests that use of metacognitive strategies vary depending on language learners' settings and orientations. The respondents of Al-Sobhani (2013), Pammu, Amir, and Maasum (2014), Maasum and Maarof (2012), and Mogogwe (2013) are from intermediate level university students with more exposure to the English language. Hence, it is expected that they have lesser language and learning barriers as compared to the respondents of the current study.…”

Section: Discussionmentioning

confidence: 99%

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Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

Meniado¹

2016

ELT

104

117

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Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading motivation, and reading comprehension performance. Prior to finding out relationships, the study tried to ascertain the level of awareness and use of metacognitive reading strategies of the respondents when they read English academic texts, their level of motivation and reading interests, and their overall reading performance. Using descriptive survey and descriptive correlational methods with 60 randomly selected Saudi college-level EFL students in an all-male government-owned industrial college in Saudi Arabia, the study found out that the respondents moderately use the different metacognitive reading strategies when reading academic texts. Of the three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used. It was also revealed that the respondents have high motivation to read. They particularly prefer to read humor/comic books. On the level of reading comprehension performance, the respondents performed below average. Using t-test, the study reveals that there is no correlation between metacognitive reading strategies and reading comprehension. There is also no correlation between reading interest/motivation and reading comprehension. However, there is positive correlation between reading strategies and reading motivation. The findings of this study interestingly contradict previous findings of most studies, thus invite more thorough investigation along the same line of inquiry.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 84%

Section: Metacognitive Reading Strategiesmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

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Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

Meniado¹

2016

ELT

104

117

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“…The knowledge of metacognition was taken by Flavell (1977) to English language learning that focuses on the ability and awareness to rule the thinking process in learning the second or foreign language. Furthermore, metacognition is proposed as one of the learning strategies in reading as a way to regulate and monitor the cognition process (Zhang, 2001, Pammu, 2014.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive in Reading: The Awareness of Less Proficient Efl Learners on Reading Strategies

Yulita

2017

Metathesis.J.Engl.Lang.Lit.Teach.

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This article addresses the profiles of metacognitive reading strategies used by less proficient EFL learners in one public university in the east of Indonesia. Data were collected from 54 undergraduate students using MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaire. The questionnaires were analyzed using descriptive and inferential statistics which revealed the level of metacognitive reading strategies used by the less proficient EFL students. The analysis found that there is a high level of using Support Strategy (M=3.92, SD=1.22) and followed by Problem Solving Strategy (M=3.91, SD=1.1) and a medium level of using Global Strategy (M=3.39, SD=1.05). The finding revealed the lack of reading strategy instruction that concern the global analysis of the text. The results suggest that the less proficient EFL students need to generate their metacognitive level on global analysis strategies to improve their reading comprehension. Some previous research gave more attention to the cognitive and contentoriented analysis instead of on how the learners conceptualized the comprehension process, such as meaning-making, beyond the technical and structural procedures (Zhang, 2001). Then, Zhang elaborated the perspective about reading strategies that there is a need to pay more attention to abstracts process strategies which the learners struggle consciously to comprehend the text. This abstract process relates to the awareness of the learners during reading. And, Delti et.al Metacognitive In Reading: …

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The prospective science teachers' metacognition profile in the basic physics course

Masithoh

Soeparmi

Maridi

et al. 2023

AIP Conference Proceedings

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Metacognitive Reading Strategies of Less Proficient Tertiary Learners: A Case Study of EFL Learners at a Public University in Makassar, Indonesia

Cited by 30 publications

References 7 publications

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

Metacognitive in Reading: The Awareness of Less Proficient Efl Learners on Reading Strategies

The prospective science teachers' metacognition profile in the basic physics course

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