Perceived Use of Metacognitive Strategies by EFL Undergraduates in Academic Reading
DOI:
https://doi.org/10.29408/veles%20journal.v4i1.1975Keywords:
Metacognitive strategies, academic readingAbstract
While investigations on metacognitive awareness in reading comprehension have yielded inconsistent results despite similar instruments, there is a need to expand the previous studies particularly into Indonesian tertiary EFL context in order to validate the findings. This paper seeks to quantitatively explore perceived use of metacognitive strategies in reading academic texts through an online questionnaire administered to 66 final year EFL undergraduates in an Indonesian university. Generally, the findings suggest moderate to high use of metacognitive strategies. More specifically, the findings demonstrate a high frequency of problem-solving strategies in comparison with the global and support strategies. Least moderate perceived use of several strategies is likely to be influenced by the students’ limited academic reading experience and limited reading schemata. Therefore, this research confirms the previous research that demonstrates problem-solving strategies as mostly perceived strategies by English nonnative students in their reading. The findings also advocate the need for the teaching of several strategies that demonstrate moderate frequencies yet highly needed for academic reading purposes.
References
Ahmadi, Hairul, M.R., Ismail1, N. & Abdullah, M.K.K. (2013). The Importance of Metacognitive Reading Strategy Awareness in
Reading Comprehension. English Language Teaching, 6(10): 235-244. doi:10.5539/elt.v6n10p235
Al-Mekhlafi, A. M. (2018). EFL Learners Metacognitive Awareness of Reading Strategies.
International Journal of Instruction, 11(2), 297-308. https://doi.org/10.12973/iji.2018.11220a
Alrabah, S. & Wu, S. (2019). A descriptive analysis og the metacognitive strategies employed by EFL college students in Kuwait. International Journal of English Linguistics, 9(1): 25-35. https://doi.org/10.5539/ijel.v9n1p25
Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.
Cogmen, S. & Saracaloglu, A.S. (2009). Students’ usage of reading strategies in the faculty of education. Procedia Social and Behavioral Sciences 1: 248-251
Dardjito, H. (2019). Students’ Metacognitive Reading Awareness and Academic English
Reading Comprehension in EFL Context. International Journal of Instruction, 12(4), 611-624. https://doi.org/10.29333/iji.2019.12439a
Di Martino, V. & La. Marca, A. (2019). Assessing metacomprehension and metacognitive strategies. IOSR Journal of Research Method in Education 9(2): 38-48
Dumlaio, R.P., Himmapan, K., Kueasnou, I. and Wanakprakobkul, J. (2019). Metacognitive awareness in reading English language text: A perspective from EFL undergraduate students in Thailand. The 2nd International Conference on Applied Liberal Arts pp 87-95
Hamilton, J. (2018). Academic reading requirements for commencing HE students – A professional reflection on whether peer
reviewed journals are the right place to start. A Practice Report. Student Success, 9(2), 73-79. doi: 10.5204/ssj.v9i2.408
Harrison, C. (2004). Understanding reading. London: Sage Publication
Hassan, F. (2003). Metacognitive strategy awareness and reading comprehension. The English Teacher. 32: 16-33
Hedgcock, J.S, & Ferris, D.R. (2009). Teaching readers of English: Students, texts, contexts. New York: Routledge
Hermida, J. (2009). The importance of teaching academic reading skills
in first-year university courses. The International Journal of Research and Review. Volume 3: 20-31
Miller, Gulhan, (2017). Metacognitive awareness and reading strategy use: investigating the intermediate level esl students’ awareness of
metacognitive reading strategies. Culminating Projects in English. 115.
https://repository.stcloudstate.edu/engl_etds/115
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.doi:10.1037//0022-0663.94.2.249
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL Students' Awareness of Reading
Strategies. Journal of Developmental Education, 25(3), 2-10.
Mokhtari, Kouider, (2017). Raising students’ metacognitive awareness of reading strategies helps improve their reading comprehension performance. Professional Development. Paper 72.
Sheikh, I, Soomro, K.A., & Hussain, N. (2019). Metacognitive awareness of reading strategy, Reading practices and academic attainments of university students. Journal of Education and Educational Development 6(1): 126-137
Snow, C.E. (2010). Reading comprehension: Reading for learning. International Encyclopedia of Education, 5: 413-418
Snow, C.E. (2002). Reading for understanding: toward a research and development program in
reading comprehension. California: RAND
Yuksel, I. and Yuksel, I. (2012). Metacognitive awareness of reading strategies. Procedia Social and Behavioral Science, 31: 894-898
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
