메타인지 읽기 전략 지도가 아랍어 학습자의 읽기 전략 사용과 읽기 능력에 미치는 영향

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 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.

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.

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.

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.

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.

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.

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.

Although research on second language learning strategies has traditionally been focused on L2 learning strategies, recent studies have shifted their attention to language learners' metacognition. Despite improvements in L2 educational practices, more research needs to be conducted on learners' metacognition while reading in EFL contexts. This article examined effective teaching strategies for EFL reading comprehension. During reading comprehension teaching, metacognitive strategies are emphasized primarily to enable students to reflect on their mental processes occurring before, during, and after reading. Through the use of metacognitive strategies, reading comprehension, and performance are enhanced. This study examined metacognitive strategies as tools for successful reading and related tasks. It aimed at determining how different metacognitive reading strategies are used by non-native English speakers at Bluefield State University (BSU). This research was conducted using a survey design. A sample of 34 students was randomly selected for the study. For the purpose of determining the metacognitive reading strategies of students, a metacognitive reading questionnaire was administered to them. The survey data were transferred to a computer, and Microsoft Excel was used to calculate the percentage and frequency. According to the research results, students regularly use metacognitive strategies before, during, and after reading. While reading, students pay attention to important parts of the text and evaluate both the text and their understanding of it. The research indicates that metacognitive strategies are effective at improving the metacognitive comprehension skills of EFL learners. Furthermore, metacognitive awareness contributes to an increase in self-efficacy among learners. As a result, they become high achievers in EFL.

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.

The purpose of this study was to develop a class model based on the Reciprocal Reading Approach for international students majoring in business administration, implement the class, and evaluate its effectiveness through a case study. The study aimed to assess changes in the use of higher cognition strategies before and after implementing the Reciprocal Reading Approach, as well as to investigate learn ers’ perceptions. For this purpose, the Survey of Reading Strategies (SORS), a tool for assessing higher cognition reading strategies, was employed. Additionally, a questionnaire with open-ended questions was administered to thoroughly examine and analyze learners’ perceptions. The findings are summarized as follows: First, the Reciprocal Reading Approach proved to be a beneficial teaching model for learners, as it increased their interest and confidence in their major classes. This approach fosters interactions among learners during the reading process, facili tating mutual assistance and purposeful engagement in reading activities, thereby enhancing their overall participation in learning. Second, an analysis of learners' metacognitive reading strategies revealed an increase in their frequency of use af ter implementation of the Reciprocal Reading Approach. Comparing the pre- and post-intervention results, the learners demonstrated a slight improvement in the use of metacognitive reading strategies, with reduced variability in their application of these strategies. This suggests that the Reciprocal Reading Approach significantly supports learners in overcoming various challenges encountered in reading materi als related to their majors. Third, the learners perceived that classes employing the Reciprocal Reading Approach helped them grasp the content covered in their major classes. They found it particularly useful for understanding complex terms and concepts related to their field of study. In conclusion, the Reciprocal Reading Ap proach was effective for international students majoring in business administration, which is consistent with the findings of previous studies. Further research focusing on its application to other major subjects is recommended for future investigation.

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.

The present study was an attempted to investigate the effect of explicit instruction of meta-cognitive learning strategies on promoting intermediate language learners' writing skill.To achieve this purpose, an Oxford Placement test (Allen, 2004) was administered to language learners in English language institution and ultimately 24 intermediate language learners were selected and randomly assigned to an experimental group and a control group.Both groups worked on the same writing tasks and activities.The subjects in the experimental group were also instructed in the use of meta-cognitive language learning strategies following O'Malley (1985) while the subjects in the control group received some placebo treatment for a whole term.The results of the posttest showed that explicit instruction of meta-cognitive learning strategies for intermediate language learners proved effective.One reason may be that language learners at the intermediate level draw on these strategies in a conscious fashion and they need to develop a conscious awareness of the meta-cognitive learning strategies.

Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level.
 Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.