Examining Polytechnic Students’ Metacognitive Reading Strategies Using Think-Aloud Protocols Analysis

  • Authors

    • Mornita Deri
    • Sarimah Shamsudin
    https://doi.org/10.14419/ijet.v7i3.25.17722
  • Metacognitive reading strategies, reading difficulties, text comprehension.
  • Text comprehension is the essence of reading. It plays a vital role in learning especially in the acquisition, sharing, and construction of knowledge. Many researchers have highlighted that metacognitive strategies are critically important aspects of skilled reading. Metacognition is basically referred to thinking about thinking. In the field of reading, metacognitive reading strategies are those activities that make readers aware of their thinking as they engage in reading tasks. Since reading is a cognitive enterprise, readers must apply metacognitive knowledge and must invoke conscious and deliberate strategies in order to achieve comprehension of text successfully. In this study, we will present the findings of the research which concentrate on metacognitive reading strategies used by students of Politeknik Kuching Sarawak when reading English texts. From the think aloud analysis, it was revealed that comprehension problems are the result of the students’ limited strategy repertoires and poor strategy choice and comprehension monitoring. From the results of the study, we concluded that teaching metacognitive reading strategies should be taken into account in developing students’ reading comprehension.

     

     

  • References

    1. [1]. McNamara DS (Ed.). Reading comprehension strategies: Theories, interventions, and technologies. Psychology Press.; 2012.

      [2] Woolley G. Reading Comprehension: Assisting children with learning difficulties. In: Springer Science & Business Media. 2011. p. 15–34.

      [3] Eskey DE. Reading in a second language. In: In Hinkel, E (Ed) Handbook of research in second language teaching and learning. NJ: Erlbaum: Mahwah; 2005. p. 563–79.

      [4] Boulware-Gooden, R., Carreker, S., Thornhill, A. and Joshi RM. Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. Read Teach. 2007;61:70–7.

      [5] Meniado JC. Metacognitive reading strategies, motivation, and reading comprehension performance of saudi EFL students. English Lang Teach. 2016;9(3):117–29.

      [6] Anderson NJ. Teaching Reading. In D. Nunan (Ed.). In: Practical English Language Teaching. New York: McGraw Hill Publishers; 2003.

      [7] Brown, A. L. and Palincsar AS. Inducing strategic learning from texts by means of informed, self-control training. 1982.

      [8] Brown AL. Learning, Remembering, and Understanding. Technical Report No. 244. 1982.

      [9] Flavell JH. Metacognitive aspects of problem solving. in L. B. Resnick (Ed.). In: The nature of intelligence. Hillsdale, NJ: Erlbaum; 1976. p. 231–5.

      [10] Flavell JH. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. Am Psychol. 1979;34(10):906–11.

      [11] Schraw G. Promoting general metacognitive awareness. Instr Sci. 1998;26(1):113–25.

      [12] Wenden AL. Metacognitive knowledge and language learning. Appl Linguist. 1998;19(4):515–37.

      [13] Livingston JA. Metacognition: An overview. 2003;

      [14] Schraw, G. & Moshman D. Metacognitive theories. Educ Psychol Rev. 1995;7(4):351–71.

      [15] Efklides A. The role of metacognitive experiences in the learning process. Psicothema. 2009;21(1).

      [16] Anderson NJ. Metacognition and good language learners. In: In C Griffiths (Ed), Lessons from good language learneres. Cambridge: Cambridge University Press; 2008. p. 99–109.

      [17] O’Malley, J. M. and Chamot AU. Learning strategies in second language acquisition. Cambridge university press.; 1990.

      [18] Parekh SS. The internet can end global inequality. Here’s how. [Internet]. World Economic Forum. 2018 [cited 2018 Jan 30]. Available from: https://www.weforum.org/agenda/2018/01/the-internet-end-global-inequality/

      [19] Mushait SA. The relationship of L1 reading and L2 language proficiency with the L2 reading comprehension and strategies of Saudi EFL university students. (Doctoral dissertation, University of Essex); 2003.

      [20] Block EL. See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Q. 1992;26(2):319–43.

      [21] Kendeou, P., Broek, P. V. D., Helder, A., and Karlson J. A cognitive view of reading comprehension: Implications for reading difficulties. Learn Disabil Res Pract. 2014;29(1):10–6.

      [22] Lawrence, J. Z. and Suani A. The Role of Vocabulary in Reading Comprehension: The Case of Secondary School Students Learning English in Singapore. RELC J. 2008;39(1):51–76.

  • Downloads

  • How to Cite

    Deri, M., & Shamsudin, S. (2018). Examining Polytechnic Students’ Metacognitive Reading Strategies Using Think-Aloud Protocols Analysis. International Journal of Engineering & Technology, 7(3.25), 411-419. https://doi.org/10.14419/ijet.v7i3.25.17722