The relationsip between the use of metacognitive strategies and reading comprehension

Şen, H. Şenay

doi:10.1016/j.sbspro.2009.01.404

Cited by 27 publications

(9 citation statements)

References 1 publication

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“…The correlation was statistically significant ( r = 0.65, p < 0.001). 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.…”

Section: Literature Reviewsupporting

confidence: 93%

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 Reviewsupporting

confidence: 93%

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 terms of metacognitive reading strategies, most respondents prefer to use rereading very frequently in a college of Glasgow, which fit the previous results from many other studies at Mysore University and Nanyang Technological University (Cromley, 2002;Şen, 2009;Jun Zhang, 2001). More specific, interviewee 1 responded that rereading is one of her reading strategies:…”

Section: Fig 6 Reading Difficulties Of Efl Studentssupporting

confidence: 85%

“…However, there is a surprising finding of the perceptions of using the ‗self-evaluation' strategy in a college that runs foundation and preparation courses for Master's degree students. Based on the results from questionnaires, many EFL students think that they sometimes employ the strategy of ‗self-evaluation, which does not fit previous studies (Şen, 2009;Yiğiter&Gürses, 2004). It may be because the Q14 and Q15 were asked about checking the language while reading rather than the content of the text.…”

Section: Fig 6 Reading Difficulties Of Efl Studentsmentioning

confidence: 73%

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Participatory action research on EFL students' difficulties during autodidacticism of challenging texts using cognitive, metacognitive and socio-affective reading strategies

Li¹,

researcher²,

Alduais³

et al. 2021

RR. P. and P. of E.

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Purposes: To explore the perceptions of EFL students on reading strategies when they read challenging texts to prepare for studying in English at Glasgow University, the UK. Methods: A participatory action research (PAR) approach with mixed-method research was adopted in the present study via questionnaires and interviews. Seventeen participants were sampled to participate; more specifically, fifteen respondents agreed to fill in the self-completion questionnaire, and two interviewees were volunteered to participate in the semi-structured face to face interviews. Results: The findings show that students most frequently employed cognitive reading strategies and metacognitive reading strategies, and socio-affective reading strategies was the least used strategy. Furthermore, most participants thought that the most reading difficulty for EFL students is insufficient vocabulary. Conclusions: Despite this current research implemented with a limited learning context (only one college) and small sample size, there are still some implications for both students and teachers, it is necessary to examine learners' variables such as gender, age and nationality that may have a close relationship of choice of reading strategies and reading difficulties. Lastly, understanding reading purposes is possibly related to reading strategies and difficulties to improve their reading efficiency; it needs to be considered in further studies.

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“…Extensive research has been done in the area of L2 reading (e.g., Block 1986;Sarig 1987;Carrell 1989;Phakiti 2006;Sen 2009;Plonsky 2011;Akkakoson 2013). The early studies focused on the differences between successful and unsuccessful L2 readers in terms of reading strategies.…”

Section: Bilingualism and Reading Strategiesmentioning

confidence: 99%

Differences between monolinguals and bilinguals/males and females in English reading comprehension and reading strategy use

Afsharrad

Benis

2015

International Journal of Bilingual Education and Bilingualism

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The present study aims at finding the differences between bilingual and monolingual learners across gender in the use of cognitive, metacognitive, and total reading strategies, as well as reading comprehension ability. To this end, 50 Persian-Turkish bilinguals and 36 Persian monolinguals participated in the study. A standard test of reading comprehension and two questionnaires were employed for data collection: a background questionnaire to determine if the subjects were bilingual or monolingual and a standardized Likert scale questionnaire to identify the reading strategies used by bilinguals and monolinguals. To analyze the data, four factorial ANOVAs were conducted with an alpha set at .05 for each effect. The results showed that bilinguals and females outperformed monolinguals and males, respectively, in reading comprehension. Moreover, bilinguals and monolinguals differed in their use of metacognitive strategies but not cognitive ones. Interestingly, there was no difference between males and females in using cognitive and metacognitive strategies, but they differed in total strategy use. The results which are discussed in the light of previous research can provide some useful insights into syllabus design and English language teaching.

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The relationsip between the use of metacognitive strategies and reading comprehension

Cited by 27 publications

References 1 publication

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

Participatory action research on EFL students' difficulties during autodidacticism of challenging texts using cognitive, metacognitive and socio-affective reading strategies

Differences between monolinguals and bilinguals/males and females in English reading comprehension and reading strategy use

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