상호적 읽기 접근법을 활용한 한국어 읽기 수업 사례 연구 - 경영학을 전공하는 유학생을 대상으로

The purpose of this study is to investigate the effect of metacognitive reading strategy instruction on Arabic learners’ metacognitive reading strategy use and reading comprehension. The participants of the study are intermediate Arabic learners in Myongji University and the experimental group was given metacogtnitive reading strategy instruction on planning, monitoring and evaluation strategies. To collect data, metacognitive reading strategy questionnaires and reading comprehension tests were used. The major findings of this study are as follows. First, the result of pre- and post-metacognitive reading strategy questionnaires indicates metacognitive reading strategy instruction was verified to have a positive effect on Arabic learners’ metacognitive strategy use. Second, the results reveal that metacognitive strategy instruction improved Arabic learners’ reading comprehension. The difference between the pre- and post-reading comprehension tests in the experimental group was statistically significant while the control group didn't show any statistical difference.

Metacognitive reading strategies play a significant role in reading comprehension and educational success. Being noticeably absent from many Iranian classrooms and largely unaware of by many language learners and teachers, metacognitive reading strategies have fallen into oblivion in English language teaching, research, learning, and assessment. The present study was an attempt to measure the metacognitive reading strategy (MRS) awareness among Iranian university students majoring in English Translation Studies. It also aimed at determining whether gender and learners’ different academic levels would make any difference in using various types of MRS. Furthermore, it investigated the relationship between Iranian EFL learners’ awareness of MRS and their reading comprehension performance. A sample of 45 EFL university students majoring in English Translation at Chabahar Maritime University participated in this study. They were asked to complete the Survey of Reading Strategies (SORS) questionnaire adapted from Tavakoli (2014) and to take a TOEFL Junior Standard Reading Comprehension Test. The results revealed that although the overall strategy use among these students was low (M=2.42), support reading strategies were used the most and problem-solving strategies were the least frequently used ones. Additionally, no significant difference was found between males and females as well as different academic levels in the use of MRS. No significant relationship was found between students’ overall use of metacognitive reading strategies and their reading comprehension achievement. The study concludes with a number of pedagogical implications and lists several guidelines for future research.

The present study aimed at finding the relationship between the subscales of achievement goals and the frequency of metacognitive reading strategies (MRS) Iranian EFL learners use, and tried to explore any significant differences between males and females regarding achievement goals and metacognitive reading strategy use. 103 freshman and sophomore students majoring in English Literature and English Translation in Shahid Bahonar and Azad universities of Kerman took part in this study. In order to obtain the required data, two questionnaires were utilized: Achievement Goal Questionnaire (AGQ) developed by Elliot and McGregor (2001) to measure the participants’ achievement goal orientations, and Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari and Reichard (2002) to measure the participants’ frequency of metacognitive reading strategy use. The findings of this study revealed that there was a significant positive relationship between mastery-approach goal orientation and MRS use. Regarding the other three subscales of achievement goals (performance-approach, performance-avoidance, and mastery-avoidance) in relation with MRS use, all the correlations were significantly negative. Moreover, a significant difference was found between males and females regarding their achievement goals. Females were found to have higher scores of achievement goals. Regarding MRS use and gender, no significant difference was found between males and females.

The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders’ reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was used. In total, 39 teachers and 762 elementary school students participated in the study. The experimental intervention was implemented during an entire school year. Standardized tests were used to measure pupils’ reading comprehension (Staphorsius & Krom, 1996). Further, students completed 2 questionnaires: the index of reading awareness (Jacobs & Paris, 1987) and the reading strategy use scale (Pereira-Laird & Deane, 1997). Significant intervention effects were found for third graders’ overall awareness of reading strategies, their awareness of the importance of regulating the reading process, and sixth graders’ awareness of the added value of evaluation of tasks, goals, and personal skills. Further, significant intervention effects were found for both third and sixth graders’ overall reading strategy use. For sixth graders a significant impact on metacognitive reading strategy use was found as well.

This study investigated EFL learners’ self-perceived metacognitive strategy use with the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R). Data collection followed two steps. In the first step, 213 EFL learners responded to the inventory twice (before and after a reading comprehension task). In the second step, 81 out of the 213 participants answered an open survey inquiring learners’ perception and changes of perception of metacognitive reading strategy use during the reading process. Results indicate that learners’ self-perceived strategy use changed significantly after performing the reading task. Learners’ feedbacks in the survey show that learners’ self-perceived strategy use might not reflect the actual use of strategies. This inconsistency between self-perceived reading strategy use and the actual strategy use might mislead learners in their foreign language learning. Further empirical studies are needed to validate the instrument and explore classroom instructions that help learners better understand their actual strategy use during the reading process.

Reading comprehension is essential for quality academic education. The aim of this study was to evaluate the effect of a program aimed at promoting the de- velopment of cognitive and metacognitive reading strategies in 11 students of the Psy- chology course, with scholarships on the Tutorial Education Program. These students were pre- and post-assessed by the metacognitive reading strategies scale (university format). The program involved 12 weekly meetings, totaling 24 hours based on a com- bination of three pillars of metacognitive strategies - AIM, K-W-L and K-W-L PLUS. Higher averages were found in the post-evaluation, with significant results for the three factors that make up the scale (global, support and problem solving), as well as for the overall score. The data suggests better use of cognitive and metacognitive reading strategies after the intervention, highlighting the importance of such studies with university students.

This research explored how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. In this study, 28 EFL-based computer science students took part in a website analysis experiment. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions, divided into two sets of design and inference-based queries. Additionally, students answered a questionnaire on their own awareness about the use of metacognitive reading strategies, during website analysis and questionnaire responses. Results have demonstrated reasonable ability for students to answer most design and inference set queries. Questions on design, organization, audience analysis, and importance of the website were answered with better efficiency, when compared to few others. However, accuracy scores in neither set showed any significant practice effect, and rather performance dropped over the weeks. Further, self-reports indicated use of metacognitive reading strategies and significant correlations with accuracy scores during website analysis.

Students often need help with reading comprehension, understanding, and retaining the meaning of the text. Overcoming reading difficulties involves teaching learners metacognitive strategies for effective reading. Metacognitive reading strategies enable readers to engage more actively with the material, improving comprehension, retention, and critical thinking skills while reading. This paper investigates the metacognitive strategy preferences of male and female Omani learners enrolled in Business and Engineering programs. Data was collected using the Survey of Reading Strategies (SORS). One hundred eighty-eight undergraduates, comprising 81 males and 107 females, responded to the survey. The data was analyzed using the SPSS statistical program. Descriptive statistics means and standard deviation were used to identify male and female learners' most preferred strategy scale (Global, Support, and Problem-solving strategies). Also, a t-test was used to determine individual strategy preferences between genders. The findings reveal no significant differences between male and female students for global and problem-solving strategies. However, results show a substantial difference between both genders for support strategies. Finally, the findings will inform curriculum developers and teachers in developing targeted metacognitive reading strategies to enhance students' competence in reading skills.

Numerous studies have been undertaken on metacognitive awareness and reading comprehension at the secondary school level. Consequently, this study focuses on these characteristics within the higher education level. This study aims to reveal students' metacognitive awareness in reading strategies, the levels of their reading comprehension, and how these two variables are correlated in higher education. To achieve the mentioned objectives, quantitative method, particularly descriptive and correlational approaches were employed. This study's sample consisted of the fifth-semester English Education students at IAIN Bone throughout the 2020/2021 academic year. Cluster random sampling is the sampling method utilized in this study. In order to collect the necessary data, two instruments were used, which were questionnaire to reveal students’ metacognitive reading strategy, and reading test to find out students’ reading comprehension. The result showed that most students routinely employed reading strategies while reading English material, and among the three metacognitive reading strategies, Problem-solving Reading Strategies was the most popular option. Besides, the result indicates that students' reading comprehension is characterized as weak. Furthermore, students’ metacognitive reading strategy has an effect on reading comprehension since they involve the use of self-awareness and intentional motivation to employ one or more techniques for keeping tabs on how well one is grasping what they're reading. It can be concluded that students who employ metacognitive reading strategy have a greater chance of understanding a text, when compared to students with poor metacognitive reading strategy.

reading strategies are used before, during and after reading, and raise awareness of the reading process. These strategies are crucial for the individual to be able to regulate their reading processes, to realize and remedy their deficiencies, and to be effective in the process of reading, comprehending and learning. Reading strategies enable the individual to become more active in their own reading and comprehension processes, which, in turn, encourage them to make more informed, conscious and critical readings and improve their attitudes towards and interest in reading. The aim of this study is to determine the relationship between prospective teachers’ metacognitive reading strategies and reading motivation. The study also examined whether metacognitive reading strategies and reading motivation differ in terms of gender, department, academic success and reader type. The study presents a screening model and has a relational nature. 217 students from different classes and departments were included in the study. Data were collected using Metacognitive Reading Strategies Scale” and Adult Reading Motivation Scale. Descriptive statistics such as arithmetic mean, standard deviation, and t test, unidirectional variance analysis and correlation analysis were used to analyze the data. As a result of the research, it has been determined that there is a positive significant relationship between pre-service teachers' reading motivations and metacognitive strategy use. In addition, it was found that the use of metacognitive strategies differed significantly depending on the department and reader type and reading motivations depending on gender, academic success and reader type.

This study validated a metacognitive reading strategy questionnaire for CET-6 Reading (College English Test-Band 6) and investigated the effectiveness of metacognitive reading strategy instruction on CET-6 reading performance. The research was conducted at a second-tier university in China, involving 478 participants in the factor analysis phase, with 245 questionnaires used for Exploratory Factor Analysis (EFA) and 233 questionnaires used for Confirmatory Factor Analysis (CFA). In the intervention phase, there were 80 participants in total, with 40 participants in each of the experimental and control groups. The participants in the factor analysis phase and the intervention phase were independent of each other. The study employed quantitative research methods, including EFA and CFA using SPSS 26.0 and AMOS software to validate the reliability and validity of the questionnaire. Additionally, independent samples t-tests were used to compare the pre- and post-intervention test and survey scores between the experimental group (EG) and the control group (CG).The results indicated that the adapted questionnaire demonstrated good reliability and validity, confirming its suitability as a tool for measuring metacognitive strategy use in CET-6 reading. Furthermore, the intervention effectively improved students' reading performance and the use of metacognitive strategies, suggesting that incorporating metacognitive reading strategies into instruction has a positive impact on students' reading performance.This study highlights the importance of incorporating metacognitive reading strategies into pedagogical practices, providing information for improving the CET-6 pass rate accordingly.

Uma das atividades cognitivas em que a metacognição se evidencia é na proficiência leitora, por meio do acesso à consciência metacognitiva de estratégias de leitura e do emprego de estratégias metacognitivas leitoras. O objetivo do estudo foi analisar: a) se existe uma relação entre a metacognição na leitura em L1 (português – P) e a proficiência em leitura em L1 (P) ou em L2 (inglês – I); e b) se há uso diverso de estratégias e maior consciência metacognitiva nos grupos com maior proficiência leitora em L1 e L2. Para tal, realizou-se um estudo empírico com 54 universitários, divididos em quatro grupos, de acordo com a proficiência leitora alta ou baixa, em inglês ou em português. Os participantes resolveram as seguintes tarefas: autorrelato de consciência metacognitiva de estratégias de leitura, adaptado de Mokhtari e Reichard (2002), Metacognitive Awareness of Reading Strategies Inventory (MARSI), e instrumento de avaliação da compreensão leitora e do uso de estratégias com método de protocolo retrospectivo escrito. Observou-se correlação entre MARSI e categorias de estratégias com proficiência leitora em L1 e L2. A pesquisa pretende destacar a importância do papel da consciência metacognitiva nos processos leitores e, especialmente, do desenvolvimento da proficiência leitora em língua materna.

Promoting students’ knowledge of the reading process as well as their metacognitive awareness of reading strategies has become a crucial issue of ESP teaching and undoubtedly an obligatory subject in higher education. Relevant to this, the present paper tries to examine Algerian ESP students’ awareness and use of reading strategies, especially while reading academic material in English. The study is realized through the administration of Mokhtari and Sheorey’s (2002) Survey of Reading Strategies (SORS) to 100 students enrolled in first year engineering classes at the National Higher School for Hydraulics (ENSH), mainly to find out: (1) frequency of students’ reported use of different reading strategies (Global, Problem-solving and Support reading strategies); (2) difference(s), if any, between female and male students’ reading strategies use; and (3) students reported use of any other strategies which are not included in the SORS. Findings reveal that Algerian ESP students, as medium users of reading strategies in general, tend to use Problem-solving more than other categories of reading strategies; the absence of significant differences between males and females reported use of reading strategies; meanwhile, students report use of some strategies other than those mentioned in Mokhtari and Sheorey’s Survey. Consequently, an adapted version of the SORS is designed to fit the Algerian context of EFL for specific purposes.

The current paper explores the profile of metacognitive strategies of high achieving students when reading visual, audio, and linguistic text modes in a public senior high school in Indonesia based on a case study design. The data are gathered from 68 EFL students using reading comprehension tests, MARSI questionnaire (Mokhtari & Reichard 2002), and retrospective think-aloud session. The questionnaires are analyzed inferentially and descriptively. The verbal data are analyzed based on the constructivist theoretical perspective of students' perceptions, beliefs, and experiences (Koro-Ljungberg et al. 2013). Findings show the absence of low awareness of global, problem solving, and support reading strategies and significant metacognitive reading strategies difference among three different modes shifted. The purposes of the strategies employed are fully discussed. The research concludes the learning styles and the text authenticity are impactful to the metacognitive strategies awareness. The finding warrants the need for text authenticity to stimulate students' metacognitive awareness.

This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students’ reading performance in Iran. The study employed a questionnaire adapted from Chamot and O’Malley’s (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and metacognitive reading strategies on reading performance and strategy transfer, the study has a quasi-experimental design involving a contrast group and a treatment group, with whom an intervention program was implemented. The treatment group achieved significantly better results than the contrast group after four months of strategy-based instruction. Results of paired-sample t-tests and independent t-tests and effect size showed that reading comprehension and reading strategy use improved with strategy instruction. Moreover, SPANOVA analyses showed that the participants in the treatment group performed better than those in the contrast group in reading comprehension and reading strategy transfer. Results also showed that strategy instruction contributed to autonomous reading behaviors. Recommendations for further research are discussed.