The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension

Mohseni, Fatemeh; Seifoori, Zohreh; Ahangari, Saeideh

doi:10.1080/2331186x.2020.1720946

Cited by 41 publications

(37 citation statements)

References 43 publications

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“…In contrast, poor readers tended to report lower scores for the other three variables: METASUM is an index for the students' metacognitive awareness of strategies for summarizing texts, JOYREAD is an index of students' reading enjoyment, and ST167Q031A is an item indicating that students read fiction because they want to. These four variables indicate that poor readers differ from the better readers in that they have lower intrinsic interest in reading, weaker metacognitive awareness of reading strategies, and more perceived difficulties in reading; these results are consistent with the literature on the role of reading self-concept [19], intrinsic enjoyment of reading [17,18], and metacognitive awareness of strategies in reading [47,48] in students' reading achievement.…”

Section: Reading-related Beliefs and Enjoymentsupporting

confidence: 87%

Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners

et al. 2021

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Filipino students ranked last in reading proficiency among all countries/territories in the PISA 2018, with only 19% meeting the minimum (Level 2) standard. It is imperative to understand the range of factors that contribute to low reading proficiency, specifically variables that can be the target of interventions to help students with poor reading proficiency. We used machine learning approaches, specifically binary classification methods, to identify the variables that best predict low (Level 1b and lower) vs. higher (Level 1a or better) reading proficiency using the Philippine PISA data from a nationally representative sample of 15-year-old students. Several binary classification methods were applied, and the best classification model was derived using support vector machines (SVM), with 81.2% average test accuracy. The 20 variables with the highest impact in the model were identified and interpreted using a socioecological perspective of development and learning. These variables included students’ home-related resources and socioeconomic constraints, learning motivation and mindsets, classroom reading experiences with teachers, reading self-beliefs, attitudes, and experiences, and social experiences in the school environment. The results were discussed with reference to the need for a systems perspective to addresses poor proficiency, requiring interconnected interventions that go beyond students’ classroom reading.

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Section: Reading-related Beliefs and Enjoymentsupporting

confidence: 87%

Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners

et al. 2021

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“…In the research carried out so far to examine the relative strength of global, problem-solving and support reading strategies with reading proficiency of second language learners, varied levels of correlation have been reported distinctively for these three types of reading strategies (Alhaqbani & Riazi, 2012;Jafari & Shokrpour, 2012;Tavakoli, 2014;Zare, 2013). Mohseni et al (2020) reported that improving EFL learners' awareness and control over these three types of metacognitive strategies through experimental intervention secured the enhanced reading comprehension of different genres of texts. Figure 1 shows the hypothesized structural model of the relationships between participants' three types of metacognitive strategy awareness (GLOB, PROB, and SUP), self-regulation and reading proficiency.…”

Section: New Dynamic Modelsmentioning

confidence: 98%

Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners

2020

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The research on the effects of metacognitive strategy awareness and self-regulation on second language reading achievements has come to confirmatory conclusions. However, the associations and possible interactions between metacognitive and self-regulatory capacities have been subject of debate. Theoretically, the relationship between the two global skills in affecting learning has ranged from rivaling alternatives to complementary associates. Accordingly, some recent perspectives have delineated the relative potency of the two concepts within models where metacognitive, behavioral, motivational and emotional dimensions of learning interact. This study resorted to structural equation modeling in outlining and testing the causal relationships between three types of metacognitive reading strategies, namely global, problem-solving, and support strategies, and selfregulation in affecting reading proficiency. The data were collected from 311 Iranian undergraduate students majoring in English using Metacognitive Awareness of Reading Strategies Questionnaire, Self-Regulation Questionnaire and reading proficiency test. By testing the hypothesized model against several fitness criteria, the causal relationships among the variables were confirmed indicating a positive ABOUT THE AUTHORThis article is the report of an MA thesis project carried out at Azarbaijan Shahid Madani University in Iran. Davoud Amini is assistant professor of TEFL at Azarbaijan Shahid Madani University. His areas of interest are psychology of second language acquisition and second language skills. He has published books and articles in these areas. Currently, he is the head of the English Department at Azarbaijan Shahid Madani University. Mostafa Hosseini Anhari is MA in TEFL. He is interested in second language learning strategies. Abolfazl Ghasemzadeh is associate professor of Educational Administration at Azarbaijan Shahid Madani University. His main research interest lies in educational leadership, administration, and human resource development of educational institutions. He has published over 50 journal papers in these areas.

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“…Doing the analysis of the scientific articles, studies were also found that had an additional variable to the variables of the present investigation, such as Mohseni and Ahangari [34], who considered, in addition to the variables of the present study, critical thinking, an important ability in students, according to the communicative and critical stance, they highlight reading comprehension as the initial stage of critical thinking, emphasizing the need to train readers with critical analyzes who are capable of synthesizing and evaluating their own reading. He even mentions other investigations that have corroborated the positive results where critical thinking promotes reading comprehension.…”

Section: Resultsmentioning

confidence: 87%

“…At the end of the sessions, they obtained significant results and it was well seen by the educational community. In reference to Mohseni et al [34] developed 36 sessions, in 2 semesters with 18 sessions each, a program based on an inventory of metacognitive awareness strategies for reading (MARSI) for language learners, following an instruction method that consists of helping to develop students four critical thinking skills that are analysis, interpretation, evaluation and explanation; each session was worked in 3 phases. The results obtained showed that metacognitive training such as awareness of critical thinking achieved significant improvements in the comprehension of texts of global reading strategies.…”

Section: Resultsmentioning

confidence: 99%

Metacognitive Strategies for Reading Comprehension in Basic Education Students

Navarro

2021

AJESS

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The objective of this review article was to determine how metacognitive strategies improve reading comprehension in Basic Education students, for which it was proposed to search for and select the recent scientific investigations regarding metacognitive strategies and reading comprehension. Sixty papers published between 2015 and 2020 in indexed journals that address metacognitive strategies and reading comprehension were analyzed. For the choice of articles, four tables were used aligned to what was established in the flow diagram of the Prisma protocol. It was found that 70% of articles were based on metacognition theory, 15% on constructivist theory and the other 15% on other theories. It was evidenced that 50% of the studies belong to South America, while 25% to Asia and 25% to Europe. Metacognitive strategies help improve reading comprehension in elementary school students, favor self-regulation during the reading process. The role of teachers is very important for the use of appropriate and diverse strategies, techniques in order to strengthen learning and reading comprehension. The problem of reading comprehension is also manifested in the study of foreign languages. The application of metacognitive strategies programs or workshops highly favored reading comprehension, and their application in the reading development phases were planning, supervision and evaluation, which helped to significantly improve the comprehension of texts.

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The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension

Cited by 41 publications

References 43 publications

Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners

Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners

Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners

Metacognitive Strategies for Reading Comprehension in Basic Education Students

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