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The percentage of multilingual learners in U.S. public schools is steadily increasing, and by 2025, an estimated 1 in 4 children nationally will be multilingual learners (National Education Association, 2020). Simultaneously, there has been a significant shift toward linguistic diversity in two and four-year colleges. Yet, there is little research on how to support English Learners (ELs) as they transition from high school to college. Given the extensive reading demands placed on students in their first semester of college, supporting ELs' academic reading skills is an area that requires greater attention, especially since strong literacy skills are necessary for students' academic achievement in college. To bolster students' success throughout this transition, we argue for three areas of focus: building metacognitive reading strategies, infusing academic language instruction into content area instruction, and finally, utilizing translanguaging, code-mixing, and L1 supports in the L2 classroom, which can provide students with the tools for success in both English and content-area courses throughout their college careers. [ABSTRACT FROM AUTHOR]

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students' use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs' reading comprehension (β = 3.07, p < 0.001) with Cohen's d = 0.43, as measured by the College English Test-4 (CET-4). Furthermore, we found that Chinese ELLs reported using more higher-order reading strategies (p < 0.01) after the intervention and there was no significant change of reported reading strategy usage for the control group from pretest and post-test. However, the current study did not provide evidence that the change in use of reading strategies mediated the relationship between the intervention/control condition and Chinese ELLs' reading comprehension. [ABSTRACT FROM AUTHOR]

The objectives of this research were to 1) develop reading literacy using metacognitive reading strategies with analysing text structure, 2) develop metacognitive reading behaviours using metacognitive reading strategies with analysing text structure, and 3) study the relation of reading literacy and metacognitive reading behaviours of Mathayomsuksa 1 students after learning by using metacognitive reading strategies with analysing text structure. The samples were 30 of Mathayomsuksa 1/1 students who enrolled Thai language subject in semester 1, academic year 2023 at Kham Kaen Nakhon School, The Secondary Educational Service Area Office KhonKaen. Research instruments were six lesson plans using Metacognitive Reading Strategies with Analysing Text, post-lesson report, teaching behaviours of teachers and learning of students report, metacognitive reading strategies with analysing text checklist, reading literacy framework process checklist and reading literacy assessment. The instruments used to evaluate the research were reading literacy test and reading behaviours questionnaire. Statistics used for data analysis were mean, standard deviation, percentage, Pearson correlation coefficient and content analysis. The findings indicated that 1) the percentage of the students' reading literacy scores were 83.07 and 80 percentages of the students met the criteria which was at a higher level, 2) the student's metacognitive reading behaviours were at a high level and 80 percentages of the students met the criteria at a higher level and 3) metacognitive reading behaviours and reading literacy were related after using metacognitive reading strategies with analysing text structure. [ABSTRACT FROM AUTHOR]

In English as a Foreign Language (EFL) education, metacognitive reading strategies (MRS) play a crucial role in learners' reading comprehension. This mixed-methods study investigated MRS among 178 Iranian EFL learners, focusing on gender and sociocultural dimensions. Utilizing an explanatory sequential design, participants—116 females and 62 males—were randomly sampled from two universities in Neyshabur, Iran. For the quantitative phase, a descriptive-correlational design using the Survey of Reading Strategies (SORS) and the TOEFL iBT reading section was employed. Descriptive analysis revealed nuanced differences in the use of MRS among Iranian EFL learners across genders, with an overall higher application by females (M = 3.61) compared to males (M = 3.44). In Support Reading Strategies, females demonstrated a higher application of strategies (M = 3.87) compared to males (M = 3.68). For Problem-Solving Strategies, female learners exhibited more frequent usage (M = 3.72) than their male counterparts (M = 3.46). Additionally, in Global Reading Strategies, there is a slight gender differential, with females showing a higher average score (M = 3.37) as opposed to males (M = 3.26). Independent samples t-tests revealed gender-specific differences in the overall MRS application, particularly in the subcategories of support and problem-solving strategies (p < .05), favoring females. In the qualitative phase, 12 participants were purposively sampled for semi-structured interviews. Thematic analysis identified gender disparities exacerbated particularly by implicit teacher biases and sociocultural factors. These qualitative results corroborated and enriched the quantitative data, especially regarding gender-specific variations in MRS usage.

Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.

Research on reading comprehension suggests that successful readers are metacognitive. In foreign language contexts, the role of metacognition is more vital. This study sought to investigate the relationship between metacognitive reading strategy awareness and use, and reading comprehension of Iranian English as a foreign language (EFL) learners. In so doing, a non-experimental, correlational design was used. The participants included 238 male and female EFL university students in two central provinces of Iran. The sampling method was convenience sampling. To collect the data, Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the reading comprehension section of Cambridge Michigan Language Assessment (MET) were utilized. Data analysis was conducted using Structural Equation Modeling (SEM). The results of SEM analysis revealed that there are not significant causal relationships between global (GLOB) reading strategy and reading comprehension, and between supportive (SUP) reading strategy and reading comprehension. However, there was a significant causal relationship between problem-solving (PROB) reading strategy and reading comprehension. According to the results, the covariances among all four latent factors were invariant across gender. Moreover, there was no relationship between gender and reading strategy awareness and use. Pedagogic implications stemming from the findings have resonance for teaching reading comprehension.

The study examines the influence of metacognitive reading strategies in developing the reading comprehension skills among ESL (English as Second Language) learners with the psychosomatic condition. Qualitative and quantitative research was used in the present study and it was an experimental study. Reading comprehension skill is crucial to language learners for effective decoding of the information. Metacognitive reading strategies aid the learners to develop reading strategies for effective comprehension of the text. The metacognitive strategies like pragmatic and analytical strategies were used in this research to improve the intensive and evaluative reading comprehension skills. The participants of the study are a hundred and twelve (Male and Female) tertiary level ESL learners from the undergraduate engineering program. The experiment intends to improve the reading comprehension skills among the samples with psychosomatic conditions. The sampling method used in the study was purposive sampling. Data collection tools like questionnaires, pre-test, post-test, and post-feedback questionnaires were used in the study. An android-based application will be created with the activities and instructional materials and it was circulated to the learners. Metacognitive reading activities were given to the learners through the application and data was collected. Results were quantitatively analyzed using statistical tools from the data collected through the application. The results of the present study were indicative that there is a significant improvement in the learners’ reading comprehension skills due to the intervention of metacognitive reading strategies.

This study aimed to investigate how metacognitive reading strategies correlate with EFL learners’ achievement. Three types of metacognitive reading strategies were measured in this study, namely: global reading strategies, problem-solving reading strategies, and support reading strategies. The data collection was conducted with 56 participants from an ESP reading class at a private university in Yogyakarta. This study found that problem-solving reading strategies and global reading strategies correlated positively with students’ achievement, while support reading strategies correlated negatively with their achievement. However, those correlations were not statistically significant. Therefore, it indicates insufficient evidence to suggest that the same correlations also happened in the population or that the observed correlations might have occurred by chance. Despite the correlations not being statistically significant, in this research, the participants were sampled from the population with a 95% confidence level and a margin of error of 5%.In addition to the findings, this study provides teachers with an example of a framework for a needs analysis to measure their students’ metacognitive reading strategies and help them plan more informed reading instruction.

The aim of the study was to identify the determinants of dyslexic and non-dyslexic students’ choice of reading strategies for exams, as well as the mediating factors – in this case, exam stress – in the relationship between perceived educational support and the use of specific reading strategies. The study groups consisted of students diagnosed with dyslexia (N=540) and students without dyslexia (N=540), aged 14 to 15 years. The tools used in the study were the Metacognitive Awareness of Reading Strategies Inventory, developed by Mokhtari and Reichard, the Students’ Perceived Sources of Test Anxiety, developed by Bonaccio and Reeve, and the Educational Support Questionnaire, developed by Gindrich. The study followed a correlational design. Descriptive statistics, Pearson’s r correlations, and regression analysis were used to analyze the results using model templates for PROCESS for SPSS and SAS (Hayes, 2018). The study established relationships between perceived educational support and the declared use of particular reading strategies (global, support, and reading problem-solving strategies) and stressors in exam situations. The results of the study indicate that only among dyslexic students was there a moderating role of exam stress in the relationship between perceived educational support and the declared choice of global reading strategies.

Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided. [ABSTRACT FROM AUTHOR]

Critical reading strengthens students' metacognitive reading strategies and allows them to reflect on their current reading strategies. The relationship between metacognitive reading techniques and critical thinking and reading must be stressed, given that critical thinking is an intentional and self-regulated choice mechanism. The aim of this study was to investigate the relationship between pre-service teachers’ critical reading skills and their use of metacognitive reading strategies. The relational survey model was used and 124 preservice teachers studying at the Turkish Language Education Department of a University located in the east of Turkey participated in this study. Critical Reading Self-Efficacy Perception Scale (CRSPS) and Metacognitive Reading Strategies Questionnaire (MRSQ) were used in data collection tools. The data were analyzed using Pearson Correlation analysis and simple linear regression analysis. The findings showed that there was a positive and significant relationship between the participants’ critical reading perceptions and their use of metacognitive reading strategies. It was determined that the critical reading skills of pre-service teachers should be improved for which educational content should be developed. In addition, the preservice teachers should be offered training metacognitive reading. In order to obtain more in depth information, qualitative or mixed method studies should be carried out in the future. [ABSTRACT FROM AUTHOR]

The aim of the study was to identify the determinants of dyslexic and non-dyslexic students' choice of reading strategies for exams, as well as the mediating factors - in this case, exam stress - in the relationship between perceived educational support and the use of specific reading strategies. The study groups consisted of students diagnosed with dyslexia (N=540) and students without dyslexia (N=540), aged 14 to 15 years. The tools used in the study were the Metacognitive Awareness of Reading Strategies Inventory, developed by Mokhtari and Reichard, the Students' Perceived Sources of Test Anxiety, developed by Bonaccio and Reeve, and the Educational Support Questionnaire, developed by Gindrich. The study followed a correlational design. Descriptive statistics, Pearson's r correlations, and regression analysis were used to analyze the results using model templates for PROCESS for SPSS and SAS (Hayes, 2018). The study established relationships between perceived educational support and the declared use of particular reading strategies (global, support, and reading problem-solving strategies) and stressors in exam situations. The results of the study indicate that only among dyslexic students was there a moderating role of exam stress in the relationship between perceived educational support and the declared choice of global reading strategies. [ABSTRACT FROM AUTHOR]

Bu araştırma sekizinci sınıf öğrencilerinin üstbilişsel okuma stratejilerini kullanma düzeyleri ile okuma anlama başarıları arasında nasıl bir ilişki vardır sorusunu yanıtlamak amacıyla ilişkisel tarama modelinde nicel araştırma yöntemine başvurularak yapılmıştır. Araştırma; 2021–2022 eğitim-öğretim yılında Adana’nın Çukurova ilçesinde Millî Eğitim Bakanlığına bağlı resmi ortaokullarda okuyan sekizinci sınıf öğrencileriyle gerçekleştirilmiştir. Araştırmanın dayandığı evrenin değeri 6454’tür; örneklemin değeri ise 700’dür. Araştırmada okuma anlama başarımı testi ve üstbilişsel okuma stratejileri ölçeği kullanılmıştır. Verilerin dağılım özelliği dikkate alınarak güvenilirlik analizleri, betimleyici analizler, Pearson korelasyon ve regresyon analizi, Kruskal Wallis-H ve Mann-Whitney-U testi yapılmıştır. Araştırmanın sonucunda, ölçek genelinde üstbilişsel okuma stratejileri, genel okuma ve destekleyici okuma stratejileri orta düzeyde; sorun çözme stratejileri ise yüksek düzeyde kullanılmıştır. Katılımcıların okuma anlama başarımı orta düzeyde bulunmuştur. Genel okuma, sorun çözme ve destekleyici okuma stratejileri ile okuma anlama başarımı arasında pozitif yönde, orta düzeyde, anlamlı bir ilişki bulunmuştur. Bu yüzden Türkçe derslerinde stratejiye dayalı okuma sürecine yer verilmesinin okuduğunu anlama başarısını arttıracağı düşünülmektedir.

For success in education and life in our informationally saturated digital society, one must be able to select and interpret digital texts of different genres, choose optimal ways of interacting with these texts, and extract and assess information from them. Contemporary education specialists believe that skills of working with digital texts are an integral part of reading literacy; their publications model successful results of interacting with digital texts. Nevertheless, the means of attaining these results remains a very important and topical question for the education system. What strategies allow one to interact with digital texts effectively? How should one teach these strategies to contemporary schoolchildren? The present article aims to identify and classify metacognitive strategies used by competent Russian-speaking lower secondary students for performing learning assignments based on digital texts. It is based on the analysis of think-aloud protocols and data from the online monitoring of readers’ activities on the screen. The study describes and analyzes seven groups of digital reading strategies. The results contribute to basic knowledge about the processes at the root of effective digital reading and hence of the development of approaches to teaching and assessing reading literacy in the digital age.

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study dealt with the students’ language profile, metacognitive reading strategies, and reading comprehension performance adopting the descriptive-correlational method of the four hundred forty-six randomly selected students enrolled in the colleges of Forestry, Education, Engineering, Computer Science, and Information Technology in a Philippine State University. Instruments used to gather data were based on an expert validated 20-point comprehension test taken from a short story selection and an adopted 30-point Metacognitive Awareness Reading Inventory (MARI). Findings revealed that Tagalog was the most commonly spoken by the respondents, followed by Iloco and English with moderately high reading comprehension performance and average level in terms of familiarity and attitude towards the Filipino language. The Problem-Solving Strategies (PROB) was the most frequently used, followed by the Global Reading Strategies (GLOB) and the Support Reading Strategies (SUPP). The familiarity with the Filipino language and the use of Problem-solving Metacognitive Reading Strategies were found to have a significant relationship to students’ reading comprehension performance.

The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading activities.

The study examines the influence of metacognitive reading strategies in developing the reading comprehension skills among ESL (English as Second Language) learners with the psychosomatic condition. Qualitative and quantitative research was used in the present study and it was an experimental study. Reading comprehension skill is crucial to language learners for effective decoding of the information. Metacognitive reading strategies aid the learners to develop reading strategies for effective comprehension of the text. The metacognitive strategies like pragmatic and analytical strategies were used in this research to improve the intensive and evaluative reading comprehension skills. The participants of the study are a hundred and twelve (Male and Female) tertiary level ESL learners from the undergraduate engineering program. The experiment intends to improve the reading comprehension skills among the samples with psychosomatic conditions. The sampling method used in the study was purposive sampling. Data collection tools like questionnaires, pre-test, post-test, and post-feedback questionnaires were used in the study. An android-based application will be created with the activities and instructional materials and it was circulated to the learners. Metacognitive reading activities were given to the learners through the application and data was collected. Results were quantitatively analyzed using statistical tools from the data collected through the application. The results of the present study were indicative that there is a significant improvement in the learners' reading comprehension skills due to the intervention of metacognitive reading strategies. [ABSTRACT FROM AUTHOR]

Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training in metacognitive strategies could improve undergraduates' online reading comprehension over the pandemic. The results of this study contribute to teacher education programs to teach and apply regularly metacognitive reading strategies. In a quasi-experimental design, the experimental group and control group underwent 14 sessions of training. Semi-structured interviews and a Metacognitive Reading Awareness Strategy Assessment were conducted among experimental students. The data were collected using the reading test, Metacognitive Reading Awareness Strategy inventory, and semi-structured interviews in Malaysia. The results of Repeated Measure ANOVA showed the mean scores of students in the metacognitive group were significantly higher than the mean score of the students in the conventional reading group (F= 1.3,82.3) = 215.973. p <0.001). The results of the Metacognitive Reading Awareness Strategy Assessment showed that students had more awareness of global reading strategies (M= 3.511), followed by supporting reading strategies (M=3.468) and problem-solving strategies (M= 3.427). The thematic analysis result supported that students were moderate users of planning and monitoring strategies while evaluative ones were less frequent. The results also revealed that students perceived that lack of vocabulary knowledge, heavy dependence on their teachers, and lack of strategy training were the main causes of their reading difficulties. The findings implied that EFL teachers should introduce metacognitive reading strategies through appropriate and systematic instructions to enable the students to implement them in their academic reading. [ABSTRACT FROM AUTHOR]

Filipino youths are shifting away from reading printed texts in the 21st century as more information becomes accessible via the Internet. This study aims to determine the digital reading comprehension levels of Grade six pupils, their use of online reading strategies, and whether proficient and less proficient digital readers use different reading strategies. One hundred seventy-four sixth-grade students at a public elementary school in Naga City, Philippines, took digital reading comprehension and strategy-use tests during the 2019-2020 academic year to achieve this purpose. Of the three types of online reading strategies (global, problem-solving, and support), the elementary students reported employing more support strategies than the other types. Moreover, proficient digital readers highly use reading strategies across the three types, while less-proficient digital readers employ the strategies moderately. However, most participants showed a lack of proficiency in digital reading skills. It is recommended that literacy teachers teach the judicious use of online reading strategies to assist elementary students in comprehending digital texts. [ABSTRACT FROM AUTHOR]

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Critical thinking and metacognition are two concepts that have played an increasingly important role in education and have been the focus of a substantial body of research related to the skill of Reading (Mohseni, Seifoori & Ahangari, 2020; Navarro, 2021). Poetry, on the other hand, though much discussed and analyzed as a genre, has not been adequately explored as a tool used to foster the development of critical thinking skills and metacognitive reading strategies among Young Learners. The present article attempts to show that the teaching of poetry can have a positive effect not only on Young Learners’ critical thinking and use of metacognitive reading strategies, but on their reading comprehension as well. This is demonstrated through the presentation of a poetry project implemented with 16 students, another 16 being assigned to a control group, in a primary education EFL context, over a three-month period and through analyzing learners’ performance and attitudes prior to and after implementation. The results reveal that there is indeed a statistically confirmed advantage in the experimental group learners’ critical thinking, use of metacognitive reading strategies, as well as reading comprehension. [ABSTRACT FROM AUTHOR]

Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students. Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group. Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, selfmanagement, directed attention and monitoring. Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Online-based reading strategies are one the necessary skills for 21st-century learning since it involves the learner's critical thinking inside and outside the classroom. However, due to the pandemic, most students use different skills to learn or cope with the difficulties of technical problems. Moreover, the students experienced technological challenges for various reasons, such as no gadgets, no internet connection, no cellular signal, and no financial assistance. Still, technology is one of the essential tools to help teachers and learners improve educational advancement. The emergence of information communication technology for SHS students opened the door to technological awareness and strategies. They can now use digital learning materials as tools to manipulate technology such as hyperlinks, applications, PDFs, words, pictures, and videos that develop new literacies and metacognitive knowledge in the 21st-century education. Therefore, this study aims to identify the students' metacognitive reading strategies using digitalized learning materials. Furthermore, the researcher investigates the learning experiences of SHS Students in using online-based learning materials in planning, monitoring, and evaluating the reading strategies (Fogarty, 1994). The researcher conducts phenomenological research to describe the SHS' metacognitive learning. The researcher used probability sampling and open-ended questions in Google Forms. The results show that the learners can categorize their experiences, metacognitive strategies, and solutions to the problem using DLM experiences. This research can benefit SHS students by enhancing the online reading materials based on their suggestions and awareness of strategies. Furthermore, the finding can lead future researchers to study the metacognitive style of learning in Online distance learning. [ABSTRACT FROM AUTHOR]

Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aimed at investigating the frequencies of reading strategies employed by Vietnamese non-English major students while taking a reading comprehension test at Kien Giang University. Data was collected through a questionnaire delivered to 117 sophomores who majored in Economics, Accounting and Construction at Kien Giang University. The results from the descriptive statistics showed that Vietnamese non-English majors were medium strategy users. Of the three types of reading strategies, cognitive strategies were the most frequently used, followed by metacognitive and support reading strategies. Out of 27 reading strategies, students reportedly used item number 14 “I read the text again for better understanding.” at the highest frequency while rating item number 2 “I determined what the type of the text is.” the least frequency.

This quantitative study examined Chinese college students' use of reading and test-taking strategies in the college English reading comprehension test. Specifically, it first explored the gender, major, and gender-by-major effects on their use of reading and test-taking strategies; it then investigated the relationship between their reading comprehension performance and use of reading and test-taking strategies, respectively. A total of 165 Chinese freshmen students were invited to complete a reading comprehension test and a strategy survey. Using SPSS, descriptive statistics, ANOVAs, Pearson correlations, and multiple linear regression analysis were performed. Both significant differences and relationships were found. Implications for Chinese college English teachers and English reading course developers are discussed. [ABSTRACT FROM AUTHOR]

Metacognitive reading strategies are used before, during and after reading, and raise awareness of the reading process. These strategies are crucial for the individual to be able to regulate their reading processes, to realize and remedy their deficiencies, and to be effective in the process of reading, comprehending and learning. Reading strategies enable the individual to become more active in their own reading and comprehension processes, which, in turn, encourage them to make more informed, conscious and critical readings and improve their attitudes towards and interest in reading. The aim of this study is to determine the relationship between prospective teachers' metacognitive reading strategies and reading motivation. The study also examined whether metacognitive reading strategies and reading motivation differ in terms of gender, department, academic success and reader type. The study presents a screening model and has a relational nature. 217 students from different classes and departments were included in the study. Data were collected using "Metacognitive Reading Strategies Scale" and "Adult Reading Motivation Scale". Descriptive statistics such as arithmetic mean, standard deviation, and t test, unidirectional variance analysis and correlation analysis were used to analyze the data. As a result of the research, it has been determined that there is a positive significant relationship between pre-service teachers' reading motivations and metacognitive strategy use. In addition, it was found that the use of metacognitive strategies differed significantly depending on the department and reader type and reading motivations depending on gender, academic success and reader type. [ABSTRACT FROM AUTHOR]

The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan Test of English language Proficiency was given to the participants to determine their language proficiency and reading comprehension. Then, they were asked to respond to the two questionnaires of MARSI (Metacognitive Awareness of Reading Strategies Inventory), and RSEQ (Reading Self-Efficacy Questionnaire). To analyze the data, multiple regression analyses and correlation procedures were used. The results revealed a significant relationship between the use of reading strategies and reading comprehension. Also, a significant relationship was found between the use of reading strategies and reading self-efficacy. Moreover, the findings showed a positive relationship between reading self-efficacy and reading comprehension of Iranian EFL learners. The results of this study may have implications for teachers, learners, and materials developers.

Metacognitive reading strategies play a significant role in reading comprehension and educational success. Being noticeably absent from many Iranian classrooms and largely unaware of by many language learners and teachers, metacognitive reading strategies have fallen into oblivion in English language teaching, research, learning, and assessment. The present study was an attempt to measure the metacognitive reading strategy (MRS) awareness among Iranian university students majoring in English Translation Studies. It also aimed at determining whether gender and learners’ different academic levels would make any difference in using various types of MRS. Furthermore, it investigated the relationship between Iranian EFL learners’ awareness of MRS and their reading comprehension performance. A sample of 45 EFL university students majoring in English Translation at Chabahar Maritime University participated in this study. They were asked to complete the Survey of Reading Strategies (SORS) questionnaire adapted from Tavakoli (2014) and to take a TOEFL Junior Standard Reading Comprehension Test. The results revealed that although the overall strategy use among these students was low (M=2.42), support reading strategies were used the most and problem-solving strategies were the least frequently used ones. Additionally, no significant difference was found between males and females as well as different academic levels in the use of MRS. No significant relationship was found between students’ overall use of metacognitive reading strategies and their reading comprehension achievement. The study concludes with a number of pedagogical implications and lists several guidelines for future research.

The purpose of this study was to identify the types of reading strategies used by first year college students for reading different materials and their effects on students’ academic performance/achievement. The sample of the study consisted of 269 first year students of different departments of Arts and Humanities group at Government College (Wahdat Road), Lahore. IELTS’ Reading Comprehension Test (Academic/General) was used to assess the reading comprehension skills of students. Meta Comprehension Strategy Index (MCSI) by Schmitt (1990) was used to assess the level of awareness and the use of reading comprehension strategies. Data was analyzed using SPSS and was graphically presented to provide a clear understanding of results which indicated the lack of awareness about reading comprehension strategies as a key factor leading to the poor performance of students in the reading comprehension test. The study contributes scholarly in the existing literature by accentuating the need to make instruction about reading strategies compulsory in English language classrooms. It will increase the academic success of students and will also provide them with better job opportunities in future.

The aim of this study is to investigate preservice classroom teachers' reading motivations, metacognitive reading strategies and attitudes towards reading habits. Data were collected from 217 students in Afyon Kocatepe University Faculty of Education during the spring semester of 2016-2017 academic year. The design of the study is correlational survey method. Adult reading motivation scale, metacognitive reading strategies scale and attitude scale related to reading habits were used as data collection tools. Descriptive and predictive statistical methods were used to analyze the data and statistical package program was used for data analysis. Mean and standard deviation values were used to determine metacognitive reading strategies, reading motivations, and the attitudes of reading habits, Pearson correlation analysis method to test the relationship between them, unpaired t test and ANOVA were used to determine their differences according to university student's demographic characteristics. According to the results of the analysis, the participants frequently use metacognitive strategies and their reading motivation and attitudes towards reading habits are high. Moreover, there are positive and meaningful relationships between metacognitive reading strategies, reading motivations and reading habits. [ABSTRACT FROM AUTHOR]

The study aimed at identifying the association between Bandura's four hypothesized self-efficacy sources and metacognitive reading strategies by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 188 Saudi EFL learners were selected from five public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Three questionnaires including 'questionnaire for sources of reading self-efficacy', 'reading self-efficacy beliefs questionnaire', and 'survey of reading strategies' were used to collect the data. Structural equation modelling by a statistical software, i.e., PLS 3.0 was utilised in order to test the relationships among variables. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly correlated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly correlated with metacognitive reading strategies. Lastly, reading self-efficacy beliefs mediated the association between self-efficacy sources and metacognitive reading strategies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the self-regulation processes of reading comprehension in Arabic of Lebanese students in upper elementary who perform poorly only in this language. The focus is on the cognitive and metacognitive strategies these students use, and on the motivational components of self-regulation. A questionnaire and two different semi-structured interviews were administered to fifteen elementary students and to their Arabic teachers, in a French-speaking school in Beirut. Participants do not self-regulate efficiently their Arabic reading comprehension and they tend to seldom use cognitive learning strategies. Selfregulatory processes are predicted by participants' lack of motivation that manifests itself mostly through perceptions of moderate self-efficacy of performance and low expectations of success. This is the first step towards understanding the learning processes of students poorly performing in Arabic reading. It can provide means that will help students in applying self-regulated content learning of not only texts in Arabic but readings in general. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.

In Turkish teaching, it is possible for learners to become effective readers by internalizing the metacognitive reading strategies required by the textual approach using appropriate reading method-techniques for textual reading. There was no study in which Turkish language teaching was evaluated in this respect. The aim of the study is to relate metacognitive reading strategies with reading method-techniques in the context of text type. In the study, firstly the literature was scanned and reading method-techniques and metacognitive reading strategies were determined. Later on, the types of texts, reading method-techniques and metacognitive reading strategies in Turkish Teaching Programme (2018) have been associated. The generated chart has been rearranged within the suggestions made by sending it to the four field experts who have studies on reading skills. It is assumed that this research will provide a basis for developing reading skills in the context of the use of metacognitive reading strategies by preparing suitable reading activities for textual teaching in Turkish teaching and operating appropriate reading method-techniques for textual reading. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract This article addresses the metacognitive skills of pre-service ESL teachers in terms of their future role as reading teachers for intermediate and advanced pupils. Reading is a basic skill in all subjects in the Norwegian National Curriculum and involves engaging in texts, understanding, applying and reflecting on what is read – activities requiring higher level thinking. My research questions are: 1) How can “narrative transportation theory” (Gerrig, 1993) help pre-service ESL teachers understand the psychological reading process? and 2) How can insight into this theory motivate them to become better reading teachers, able to faciliate deep learning through literature? I use Julie Bertagna’s science fiction trilogy (Exodus 2002; Zenith 2007; Aurora 2011) to illustrate how narrative transportation works, highlighting the literary qualities that trigger pleasurable reading through immersion into the storyworld. This choice is based on Sections 1.5 and 2.5.3 in the new “Overarching section – values and principles for mandatory education” (2017) of the national curriculum, which instructs schools to teach pupils about their responsibility in contributing to an ecologically sustainable world order. The trilogy thematizes climate change and can affect behavior and attitudes toward this issue positively; it activates a wide spectrum of emotions, facilitating persuasion. Teachers must, however, remember that reading for pleasure is not enough; they must use metacognitve reading strategies in their teaching of literature to ensure deep learning and reach curricular goals. Keywords: teenage literature, narrative transportation theory, metacogniton, metacognitive reading strategies, Julie Bertagna’s Exodus Trilogy, ecological sustainability, ESL, teaching reading Å forstå psykologiske leseprosesser: Lærerstudenten som leselærer i engelskfaget Sammendrag Denne artikkelen handler om lærerstudenters metakognitive ferdigheter i sammenheng med leseundervisningen i engelskfaget. Lesing er en av de grunnleggende ferdighetene i alle fag i Kunnskapsløftet. Dette innebærer å være engasjert i, forstå, bruke og reflektere over det som leses, samt bruk av lesestrategier – dette krever metakognitiv tenkning. Forskningsspørsmålene er: 1) Hvordan kan “narrativ transport-teori” (Gerrig, 1993) hjelpe lærerstudenter i engelskfaget til å forstå den psykologiske leseprosessen? og 2) Hvordan kan kunnskap om denne teorien motivere dem til å utvikle seg som lærere i lesing, med evnen til å fostre dybdelæring gjennom litteratur? Jeg bruker Julie Bretagnas ungdomstrilogi i sjangeren science-fiction (Exodus 2002; Zenith 2007; Aurora 2011), for å illustrere hvordan narrativ transport fungerer, og belyser litterære kvaliteter som setter det i gang. Valget baseres hovedsakelig på Overordnet del av læreplanen (2017) som omtaler “Respekt for naturen og miljøbevissthet” (1.5) og “Bærekraftig utvikling” (2.5.3), der skolen får i oppdrag å lære elever om ansvaret de har for å skape en økologisk bærekraftig utvikling. Trilogien tematiserer klimaendringer og kan påvirke leserens atferd og holdninger. Fortellingen kan igangsette mange følelser, som igjen kan forsterke eller endre leserens overbevisning. Men lærere må huske at lesing som underholdning ikke er nok; de må ta i bruk metakognitive lesestrategier i sin undervisning for å sikre dybdelæring og oppnå læreplanmålene. Nøkkelord: ungdomslitteratur, narrativ transport-teori, metakognisjon, metakognitive lesestrategier, Julie Bertagnas Exodus Trilogy, bærekraftig utvikling, engelsk som annet språk, leseundervisning

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of reading education is to develop effective and critical readers who recognize and manage reading as a process and who are aware of the structural and content characteristics of the text they read in this process. Each type of text requires a separate reading method in the context of its structural and content properties. For this, it is important for students to encounter activities involving metacognitive literacy strategies and reading method-techniques that are specially tailored to the text. Reading activities in teacher guidebooks of the MEB ve Dortel Publishing House were examined in accordance with the research, and all the activities in two books were resolved by descriptive analysis. The study concluded that the same reading strategies were used for each type of text, and that textual reading-specific techniques and metacognitive reading strategies were not used. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children's Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth, sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self. [ABSTRACT FROM AUTHOR]

Integration of technology in foreign language classes has long been a matter of interest for researchers. Yet, studies have often yielded indecisive and conflicting results. Besides, there have been few, if any, studies exploring the relationship between learners' use of metacognitive reading strategies and their performance in reading tests. The aim of this study is thus to investigate not only the impact of online reading tasks on tertiary level EFL students' test scores at a Public University in Turkey but also the role of metacognitive reading strategies they used on their test scores. A total of 51 Turkish-speaking adult learners took part in this study - 25 of them were in the experimental group who were assigned online reading tasks during the term, and another 26 students were in the control group who continued reading on paper. A pre-test and a post-test, which were paperbased, were given to the two groups consisting of 20 multiple choice and lasting 30 minutes each. To detect the learners' metacognitive reading strategies, Turkish version of Mokhtari and Reichard's (2002) Metacognitive Awareness of Reading Strategies was conducted. The pre- and post-test scores of experiment and control group and their responses to the survey were statistically analyzed through SPSS version 20.0. The results indicated that there was not a significant difference between test scores of experiment and control group after 6-week treatment. Besides, a one-way ANOVA revealed that none of the strategies was favored by the learners. As such, the results showed that online reading tasks and reading strategies did not show any effect on learners' reading comprehensions. It was implicated in the study that stakeholders should be cautioned about the use of technology in the language classroom and expectances regarding online reading tasks potential to bring about changes in reading scores. [ABSTRACT FROM AUTHOR]