International Association of Educators   |  ISSN: 1308-951X
International Journal of Research in Teacher Education
International Association of Educators

Original article | 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   |  Manu. Number: ijrte.2020.004

Published online: June 30, 2020  |   Number of Views: 197  |  Number of Download: 652

Save PDF

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 6th 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.

References
  1. AD- Hesisat, M. A., Mohammed, S., Krishnasamy, K. A. S., & Issa, J. H., (2009). The Use of Reading Strategies in Developing Students’ Reading Competency among Primary School Teachers in Malaysia. European Journal of Social Sciences, 12 (2), 310- 319. [Google Scholar]
  2. Chen, H. M., Gualberto, J. P., & Tameta, L. C., (2009). The development of Reading Awareness Inventory. TESOL Journal, (1), 43-57. [Google Scholar]
  3. Ciascai, l. & Haiduc, L. (2011). Meta-cognitive strategies that Romanian pupils use when reading science textbooks. International Conference on Social Science and Humanity IPEDR (5), 389- 392. [Google Scholar]
  4. Cross, R. D. & Paris, G. S. (1988). Developmental and instructional analyses of children’s meta-cognition and reading comprehension. Journal of Educational Psychology, 80 (2), 131- 142. [Google Scholar]
  5. Dhanapala, K.V. ( 2010). Sri Lankan university students’ meta-cognitive awareness of L2 reading strategies. Journal of International Development and Cooperation, 16(1), 65- 82. [Google Scholar]
  6. Farrell, T. S. (2001). Teaching reading strategies: “It takes time!”. Reading in a Foreign Language, 13, 631– 646. [Google Scholar]
  7. Flavell, J. H. (1979). Meta-cognition and cognitive monitoring: A new area of cognitive- developmental inquiry. American Psychologist, 34(10), 906- 911. [Google Scholar]
  8. Flavell, J. H. (1987). Speculations about the nature and development of meta-cognition. In F. Weinert & R. Kluwe, eds., Meta-cognition, motivation, and understanding (pp. 21– 29). Hillsdale, NJ: Erlbaum. [Google Scholar]
  9. Ghyasi, M., Safdarian, Z., and Amini Farsani, M. (2011). Meta-cognitive Awareness of Reading Strategies: A Triangulated Study of Iranian EFL learners. International Conference on Languages, Literature and Linguistics, IPEDR vol. (26) IACSIT Press, Singapore, 239- 243. [Google Scholar]
  10. Grabe, W. (1991). Current development in second language reading research. TESOL QUARTERLY, 25 (3), 375- 406. [Google Scholar]
  11. Hennessey, M. G. (1999). Probing the dimensions of meta-cognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA. [Google Scholar]
  12. Hong-Nam. K. & Leavell, G. A. (2011). Reading Strategy Instruction, Meta-cognitive Awareness, and Self-perception of Striving College Developmental Readers. Journal of College Literacy & Learning (JCLL), 37, 3- 17. [Google Scholar]
  13. Ilustre, C. A. P. (2011). Beliefs about reading, meta-cognitive reading strategies and text comprehension among college students in a private university. Philippine ESL Journal, 7, 28- 47. [Google Scholar]
  14. Jacobs, E. J., & Paris, G. S. (1987). Children’s meta-cognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255– 278. [Google Scholar]
  15. Karbalaei, A. (2010). A comparison of the meta-cognitive reading strategies used by EFL and ESL readers. The Reading Materix, 10 (2), 165- 180. [Google Scholar]
  16. Keshavarz,   M.    H.   &   Assar,   M. (2009). Reading   comprehension ability and meta-cognitive awareness of reading strategies among high, mid, and low ambiguity tolerance EAP students. International Journal of Language Students IJLS), 1(2), 71-108. [Google Scholar]
  17. Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43 (4), 268- 273. [Google Scholar]
  18. Lau, K. & Chan, D. W., (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26, 177– 190. [Google Scholar]
  19. Macaro, E., & Erler, L. (2008). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29, 90– 119. [Google Scholar]
  20. Mokhtari, K., & Reichard, C. A. (2002). Assessing students' meta-cognitive awareness of reading strategies. Journal of Educational Psychology, 94 (2), 249- 259. [Google Scholar]
  21. Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25 (3), 2- 10. [Google Scholar]
  22. Oxford, R. L. (2003). LANGUAGE LEARNING STYLES AND STRATEGIES: AN OVERVIEW. Learning Styles & Strategies/Oxford, GALA , 1-25. [Google Scholar]
  23. Paris, G. S. & Winograd, P. (1990). Promoting meta-cognition and motivation of exceptional children. Remedial and Special Education, 11 (6), 7- 15. [Google Scholar]
  24. Ramesh, R. (2009). Meta-cognitive Strategies for Enhancing Second Language Acquisition. Manonmaniam Sundaranar University. Thirunelveli- 627 012, India. [Google Scholar]
  25. Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language 14(1), 1-17. [Google Scholar]
  26. Shraw, G. & Moshman, D. (1995). Meta-cognitive theories. Educational Psychology Review, 7 (4), 351–371. [Google Scholar]
  27. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Meta-cognition as part of a broader perspective on learning. Research in Science Education, 36, 111- 139. [Google Scholar]
  28. Sheorey, R. & Mokhtari, K. (2001). Differences in the meta-cognitive awareness of reading strategies among native and non-native readers. System, 29, 431– 449. [Google Scholar]
  29. Shokrpour, N. & Nasiri, E. (2011). The use of Cognitive and Meta-cognitive Reading Strategies by Iranian IELTS Test Takers in the Reading Section of the Test. European Journal of Social Sciences, 22 (1), 126- 134. [Google Scholar]
  30. Singhale, M. (2001). Reading proficiency, reading strategies, meta-cognitive awareness and L2 reading. The Reading Matrix, 1 (1), 1- 23. [Google Scholar]
  31. Tahamtani Torkamani, H. (2010). On the use of meta-cognitive strategies by Iranian EFL learners in doing reading tasks across different proficiency levels. International Journal of Language Students (IJLS), 4 (1), 47- 58. [Google Scholar]
  32. Takallou, F. (2011). The Effect of Meta-cognitive Strategy Instruction on EFL Learners’ Reading Comprehension Performance and Meta-cognitive Awareness. Asian EFL Journal, 11, 272- 300. [Google Scholar]
  33. Temur, T. & Bahar, O. (2011). Meta-cognitive awareness of reading strategies of Turkish learners who learn English as foreign language. European Journal of Educational Studies, 3(2), 421- 427. [Google Scholar]
  34. Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Links to success. International Education Journal, 5(4), 562- 570. [Google Scholar]
  35. Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing meta-cognition and self-regulated learning in young children. Meta-cognition and Learning, 4 (1), 63- 85. [Google Scholar]
  36. Xianming, X. (2007). A study of first year college students’ meta-cognitive awareness of reading strategy. Chiang Mai University Journal, 1 (1), 93- 107. [Google Scholar]
  37. Zare –ee, A. (2007). The Relationship between Cognitive and Meta-cognitive Strategy use and EFL Reading Achievement. Journal of Applied Psychology, 2 (5), 105- 119. [Google Scholar]
  38. Zhang, L. J. (2001). Awareness in reading: EFL students’ meta-cognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10, 268– 288. [Google Scholar]
  39. Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classrooms. Instructional Science: An International Journal of the Learning Sciences, 36, 89– 116. [Google Scholar]
  40. Zhang, L. J. & Wu, A. (2009). Chinese senior high school EFL students’ meta-cognitive awareness and reading-strategy use. Reading in a Foreign Language, 21 (1), 37- 59. [Google Scholar]
Download
Metric
History
Related

Volume 11 Issue 2

June 2020

All Articles

International Journal of Research in Teacher Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.