International Journal of Research in Teacher Education
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Research article    |    Open Access
International Journal of Research in Teacher Education 2020, Vol. 11(2) 49-60

Meta-cognitive Awareness of Reading Strategies of Iranian Graduate Students across Different Disciplines

Mahtab Asadi

pp. 49 - 60

Publish Date: June 30, 2020  |   Single/Total View: 197/657   |   Single/Total Download: 279/1.219

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Abstract

The current study aimed to investigate meta-cognitive awareness of reading strategies among Iranian graduate students across different disciplines and the possible differences in meta-cognitive awareness and using categories of meta-cognitive strategies as well as the reasons of high meta-cognitive awareness of some students. This study conducted a mixed method approach. For the quantitative part, 80 graduate students filled out Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002) and for the qualitative part, 30 graduate students took part in semi- structured interviews. The results of this study indicated that all participants were generally highly aware of meta-cognitive reading strategies. One- Way ANOVA showed that there was a significant difference in using categories of meta-cognitive reading strategies. Interview findings also demonstrated that highly meta-cognitive aware students had a background in learning reading strategies. The SORS questionnaire could be modified by adding two more strategies of 'Reviewing' and 'Making the English word resemble a word in the mother tongue' disclosed through the interview analyses.

Keywords: Meta-cognition, Meta-cognitive reading strategies, Global reading strategies, Problem-solving reading strategies, Support reading strategies

How to Cite this Article?

APA 7th edition
Asadi, M. (2020). Meta-cognitive Awareness of Reading Strategies of Iranian Graduate Students across Different Disciplines. International Journal of Research in Teacher Education, 11(2), 49-60.

Harvard
Asadi, M. (2020). Meta-cognitive Awareness of Reading Strategies of Iranian Graduate Students across Different Disciplines. International Journal of Research in Teacher Education, 11(2), pp. 49-60.

Chicago 16th edition
Asadi, Mahtab (2020). "Meta-cognitive Awareness of Reading Strategies of Iranian Graduate Students across Different Disciplines". International Journal of Research in Teacher Education 11 (2):49-60.

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