The Effect of Planned Instruction on Metacognitive Awareness of Reading Strategies
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Published:
Jul 20, 2021
Keywords:
metacognitive awareness reading strategies strategy instruction
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Abstract
Metacognition, often used as a component of reading strategy instruction, has two dimensions - knowledge about cognition and regulation of cognition. Though many studies explore the connection between metacognitive strategies and development of reading comprehension abilities, not many examine how the two dimensions of metacognition interact to affect the general metacognitive awareness of reading strategies. This study aims to fill this gap by investigating how planned instruction incorporating knowledge about cognition affects general metacognitive awareness of reading strategies of non-native ESL learners in tertiary education. It reports on the effect of a planned instructional intervention carried out in the first semester of an Academic Reading course. A statistical analysis reveals that such planned instruction results in slightly improved metacognitive awareness of reading strategies, and does not lead to significant change in terms of relative preference of use of individual reading strategies. The study also finds that students with lower level of perceived awareness prior to the instruction benefit more than those with higher level of perceived awareness, and that it helps reduce the gap between students with higher level and those with lower level of awareness, and prepares the group to learn higher order strategies for regulation of cognition.
Article Details
How to Cite
Nath, P. K. (2021). The Effect of Planned Instruction on Metacognitive Awareness of Reading Strategies. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 194–221. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253267
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Research Articles
References
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What else matters besides strategies and skills? The Reading Teacher, 66(6), 440-448. https://doi.org/10.1002/trtr.1146
Aghaie, R., & Zhang, L. (2012). Effects of explicit instruction in cognitive
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Anderson, N. J. (2015). Academic reading expectations and challenges. In
ESL readers and writers in higher education (pp. 109-124). Routledge.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In
Pearson, P. D. (Ed.) Handbook of research in reading (pp. 353–395). Longman.
Bishop, P. A. , Reyes, C. & Pflaum, S. W. (2006). Read Smarter, Not Harder:
Global Reading Comprehension Strategies. The Reading Teacher, 60(1), 66-69. https://doi.org/10.1598/rt.60.1.7
Carrell, P. L. (1998). Can reading strategies be successfully taught?
Australian Review of Applied Linguistics, 21(1), 1–20
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metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462–473. doi:10.1016/j.system.2013.12.020
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Handbook of research in second language teaching and learning (pp. 563-580). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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Students, Texts, and Contexts. Routledge
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ESP students to comprehend authentic expository texts in English.
International Journal of Applied Linguistics & English Literature, 1(4), 102-113.
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Renandya (Eds.) Methodology in language teaching: an anthology of current practice. Cambridge University Press.
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teacher's scaffolding and peers' collaborative dialogue on the acquisition of English tenses in the zone of proximal development: a sociocultural perspective. European Online Journal of Natural and Social Sciences, 2 (2s), 336-346.
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Narang, D., & Saini, S. (2017). Metacognition and academic performance
of rural adolescents. Studies on Home and Community Science, 7(3), 167-175. https://doi.10.1080/09737189.2013.11885409
Nergis, A. (2013). Exploring the factors that affect reading comprehension
of EAP learners. Journal of English for Academic Purposes, 12 (1), 1-9.
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Vandergrift, L. (2018). Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking. Routledge.
O’malley, J. M., & Chamot, A.U. (1995). Learning Strategies in Second
Language Acquisition. Cambridge University Press.
Pishghadam, R., & Ghardiri, S. (2011). Symmetrical or asymmetrical
scaffolding: Piagetian vs. Vygotskyan views to reading comprehension. Journal of Language and Literacy Education, 7(1), 49-64. https://doi.org/10.34005/lingua.v1i02.192
Rajab, A., Rahman, H.A., Wahab, S.R.A., Nor, F.M., Zarina, W., Zakaria, W.
& Rajim, W.Z. (2017). Metacognitive reading strategies among undergraduates. International Journal of Information and Education Technology, 7(7), 548-551.
Rastegar M., Kermani E. M. & Khabir M. (2017), The relationship between
metacognitive reading strategies use and reading comprehension achievement of EFL learners. Open Journal of Modern Linguistics, 7, 65-74.
Šliogerienė, J., Masoodi, M. & Gulbinskienė, D. (2016). Facebook as a tool
in university English language education. Acta Paedagogica Vilnensia, 36, 34-42.
Yüksel, İ. & Yüksel, İ. (2012). Metacognitive awareness of academic reading
strategies. Procedia - Social and Behavioral Sciences, 31, 894–898.
Zhang, L. (2008). Constructivist pedagogy in strategic reading instruction:
exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 36 (2), 89-116. https://doi.org/10.1007/s11251-007-9025-6
Zhang, L. (2010). A dynamic metacognitive systems account of Chinese
university students' knowledge about EFL reading. TESOL Quarterly, 44(2), 320-353. https://doi.org/10.5054/tq.2010.223352
What else matters besides strategies and skills? The Reading Teacher, 66(6), 440-448. https://doi.org/10.1002/trtr.1146
Aghaie, R., & Zhang, L. (2012). Effects of explicit instruction in cognitive
and metacognitive reading strategies on Iranian EFL students' reading performance and strategy transfer. Instructional Science, 40(6), 1063-1081. https://doi.org/10.1007/s11251-011-9202-5
Aziz, N.A., Rahim, S.A., Harun, E.H., Adzmi, N.A., Ahmat, H., Bidin, S., &
Shaharudin, M.R. (2011). The reading strategies awareness among English as a second language (ESL) learners in Malaysia’s university. Theory and Practice in Language Studies, 1, 778-784.
Anderson, N. J. (2015). Academic reading expectations and challenges. In
ESL readers and writers in higher education (pp. 109-124). Routledge.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In
Pearson, P. D. (Ed.) Handbook of research in reading (pp. 353–395). Longman.
Bishop, P. A. , Reyes, C. & Pflaum, S. W. (2006). Read Smarter, Not Harder:
Global Reading Comprehension Strategies. The Reading Teacher, 60(1), 66-69. https://doi.org/10.1598/rt.60.1.7
Carrell, P. L. (1998). Can reading strategies be successfully taught?
Australian Review of Applied Linguistics, 21(1), 1–20
Carrell, P. L., Gajdusek, L. & Wise, T. (1998). Metacognition and EFL/ESL
reading. Instructional Science, 26, 97-112. https://doi.org/10.1023/A:1003092114195
Ceylan, E., & Harputlu, L. (2015). Metacognition in reading
comprehension. The Literacy Trek, 1 (1), 28-36. https://dergipark.org.tr/en/pub/literacytrek/issue/10410/127351
Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of
metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462–473. doi:10.1016/j.system.2013.12.020
Eskey, D. E. (2005). Reading in a Second Language. In E. Hinkel (Ed.),
Handbook of research in second language teaching and learning (pp. 563-580). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Evans, N. W., Anderson, N. J., & Eggington, W. G. (Eds.). (2015). ESL readers
and writers in higher education: Understanding challenges, providing support. Routledge.
Fitrisia, D., Tan, K.-E., & Yusuf, Y. Q. (2015). Investigating metacognitive
awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30, 15–30.
Flavell, J. H. (1978). Cognitive monitoring. Paper presented at the
Conference on Children's Oral Communication Skills [Paper Presentation]. University of Wisconsin.
Grabe, W. (2010). Reading in a Second Language: Moving from Theory to
Practice. Cambridge University Press
Grabe, W., & Stoller, F. L. (2013). Teaching and Researching Reading (2nd
ed.). Routledge
Hedgcock, J. S., & Ferris, D. R. (2009). Teaching Readers of English:
Students, Texts, and Contexts. Routledge
Jafari, S. M., & Shokrpour, N. (2012), The reading strategies used by Iranian
ESP students to comprehend authentic expository texts in English.
International Journal of Applied Linguistics & English Literature, 1(4), 102-113.
Janzen. J. (2010). Teaching strategic reading. In J. C. Richards & W. A.
Renandya (Eds.) Methodology in language teaching: an anthology of current practice. Cambridge University Press.
Khodamoradi, A., Iravani, H., & Jafarigohar, M. (2013). The effect of
teacher's scaffolding and peers' collaborative dialogue on the acquisition of English tenses in the zone of proximal development: a sociocultural perspective. European Online Journal of Natural and Social Sciences, 2 (2s), 336-346.
Maasum, T., & Maarof, N. (2012). Empowering ESL readers with
metacognitive reading strategies. Social and Behavioral Sciences,
69, 1250–1258.
Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of
Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131–140. http://dx.doi.org/10.5539/elt.v5n12p131
Magogwe, J.M. (2013). Metacognitive awareness of reading strategies of
University of Botswana English as Second Language students of different academic reading proficiencies. Reading & Writing, 4(1), 1-8. http://dx.doi. org/10.4102/rw.v4i1.29
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of
reading strategies. Journal of Developmental Education, 25(3), 2-10. www.jstor.org/stable/42784357
Moshman, D. (2020). Metacognition and epistemic cognition. In Oxford
research encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-863.
Narang, D., & Saini, S. (2017). Metacognition and academic performance
of rural adolescents. Studies on Home and Community Science, 7(3), 167-175. https://doi.10.1080/09737189.2013.11885409
Nergis, A. (2013). Exploring the factors that affect reading comprehension
of EAP learners. Journal of English for Academic Purposes, 12 (1), 1-9.
Newby, P. (2014). Research Methods for Education (2nd ed.). Routledge
Newton, J. M., Ferris, D. R., Goh, C. C. M. Grabe, W., Stoller, F. L., &
Vandergrift, L. (2018). Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking. Routledge.
O’malley, J. M., & Chamot, A.U. (1995). Learning Strategies in Second
Language Acquisition. Cambridge University Press.
Pishghadam, R., & Ghardiri, S. (2011). Symmetrical or asymmetrical
scaffolding: Piagetian vs. Vygotskyan views to reading comprehension. Journal of Language and Literacy Education, 7(1), 49-64. https://doi.org/10.34005/lingua.v1i02.192
Rajab, A., Rahman, H.A., Wahab, S.R.A., Nor, F.M., Zarina, W., Zakaria, W.
& Rajim, W.Z. (2017). Metacognitive reading strategies among undergraduates. International Journal of Information and Education Technology, 7(7), 548-551.
Rastegar M., Kermani E. M. & Khabir M. (2017), The relationship between
metacognitive reading strategies use and reading comprehension achievement of EFL learners. Open Journal of Modern Linguistics, 7, 65-74.
Šliogerienė, J., Masoodi, M. & Gulbinskienė, D. (2016). Facebook as a tool
in university English language education. Acta Paedagogica Vilnensia, 36, 34-42.
Yüksel, İ. & Yüksel, İ. (2012). Metacognitive awareness of academic reading
strategies. Procedia - Social and Behavioral Sciences, 31, 894–898.
Zhang, L. (2008). Constructivist pedagogy in strategic reading instruction:
exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 36 (2), 89-116. https://doi.org/10.1007/s11251-007-9025-6
Zhang, L. (2010). A dynamic metacognitive systems account of Chinese
university students' knowledge about EFL reading. TESOL Quarterly, 44(2), 320-353. https://doi.org/10.5054/tq.2010.223352