The Relationship between the Use of Metacognitive Strategies and Achievement in English

Kummin, Saadiah; Rahman, Saemah

doi:10.1016/j.sbspro.2010.10.021

Cited by 26 publications

(19 citation statements)

References 5 publications

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“…Thus, the null-hypothesis is rejected. It is worth mentioning that other studies (e.g., Coskun, 2010;Kummin & Rahman, 2010;Movahed, 2014;Bozorgian, 2014) prove the outcome of the current research in regards to the www.ccsenet.org/elt English Language Teaching Vol. 9, No.…”

Section: Resultssupporting

confidence: 78%

“…Learners' metacognitive knowledge and cognitive appraisal have also been the chief subject in listening strategy research (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006). The efficiency of metacognitive strategies awareness on learning has been explored in many research studies (Kummin & Rahman, 2010;Rahimi & Katal, 2012). Some scholars found that more skilled listeners show a higher degree of awareness of their listening problems (Goh, 2000;Zimmerman & Schunk, 2001;Mokhtari & Reichard, 2002;Goh, 2008).…”

Section: Listening Strategies Instructionmentioning

confidence: 99%

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The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

Zarrabi¹

2016

ELT

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The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs). To achieve this goal, 150 EFL students took part in the study and were taught based on a guided lesson plan regarding listening strategies and a pre-test/post-test design was applied. The degree of change occurring as a result of intervention was measured through one way ANOVA test. The results indicated that there was a significant improvement after the onset of the instruction, and that the intervention was effective. Although there were some differences between the four learner types (visual learners, auditory learners, kinaesthetic learners, and tactile learners) on the post test, the auditory learner type had the most significant improvement in metacognitive awareness of listening strategies (MALS). The finding of this quantitative research study led us to conclude that learners make noticeable progress in MALS via listening strategy instruction and that the level of improvement varies across the LTs with the auditory group improving most significantly.

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Section: Resultssupporting

confidence: 78%

Section: Listening Strategies Instructionmentioning

confidence: 99%

The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

Zarrabi¹

2016

ELT

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“…Zakaria, Yazid and Ahmad (2009) in their study into achievements in mathematics and metacognitive awareness levels of students who were studying for the university entrance exam, reported metacognitive awareness level did not significantly differ by gender. Kummin and Rahman (2010) reported metacognitive strategies did not cause significant difference in terms of the gender variable.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 73%

Investigation of prospective teachers' metacognitive awareness in terms of some variables

Bars

Oral

2016

Pegegog

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The purpose of this study is to examine the metacognitive awareness of prospective teachers according to their gender, field of study and the average number of books they read in a year excluding textbooks. The study was conducted in accordance with this purpose, and the sample of the study consists of prospective teachers who were senior students at Dicle University Ziya Gökalp Faculty of Education in the 2014-2015 academic years spring semester and 1475 randomly selected prospective teachers in the teacher certification program. In the study, the 52-item "Metacognitive Awareness Inventory" was used in order to determine the metacognitive awareness levels of prospective teachers. The inventory was originally developed by Schraw and Dennison (1994) and it was adapted to Turkish by Akın, Abacı and Çetin (2007). The findings of the study reveal that the metacognitive awareness of prospective teachers does not differ significantly in the total extent of the scale according to their gender, but differs significantly according to their field of study and the average number of books they read in a year excluding textbooks.

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“…Awareness and use of metacognitive reading strategies have positive and direct relationship with reading comprehension performance; thus, students who use these strategies perform better in reading proficiency tests / courses (Yuksel & Yuksel, 2012;Pressley, et al, 1998;Al-Sobhani, 2013;Tavakoli;Magogwe, 2013;Hong-Nam, 2014;Zhang & Seepho, 2013;Memis & Bozkurt, 2013;Phakiti, 2006;Kummin & Rahman, 2010). Therefore, learning metacognitive reading strategy skills can be one solution to the problem of poor reading comprehension, hence, the need for it to be developed and emphasized in the EFL teaching and learning processes.…”

Section: Metacognitive Reading Strategiesmentioning

confidence: 99%

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

Meniado¹

2016

ELT

115

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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The Relationship between the Use of Metacognitive Strategies and Achievement in English

Cited by 26 publications

References 5 publications

The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

Investigation of prospective teachers' metacognitive awareness in terms of some variables

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

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