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Metacognitive Awareness of Reading Strategy Use by English Language Teaching Students in Turkish Context: Sakarya University Sample

Year 2016, Volume: 6 Issue: 2, 254 - 269, 14.08.2016
https://doi.org/10.19126/suje.61107

Abstract

Reading is a complex cognitive activity that is not an inherently natural process unlike speaking and listening. A child can learn how to speak and listen without any formal instruction whereas reading needs to be taught to be learned. Therefore, a number of studies have been conducted on the use of reading strategies by English language learners (ELLs) in both English as a foreign language (EFL) context and English as a second language (ESL) context. Hence, with the purpose of looking at the issue from a different perspective, the current study aimed to investigate on students’ metacognitive awareness of reading strategy use and to determine what types of reading strategies are used by the students of English Language Teaching (ELT) Department at a state university. 122 students ranging from 1st grade to 4th grade at ELT department of Sakarya University participated in the study. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to collect data regarding the reading strategies that ELT students use. Based on the findings, 4th grade students were reported to use reading strategies more than the other grades. Also, it was determined that the participants irrespective of their grade showed tendency towards global reading strategy use more than problem-solving and support reading strategies. Furthermore, there was a significant difference in global and support reading strategy use between male and female participants of the study.

References

  • Alıcı, H. & Serdaroğlu, I. (2015). The relationship between metacognitive awareness of reading strate-gies and success of science of the 5th grade students in secondary school. Participatory Educational Research, 2, 61-70. Doi: 10.17275/per.16.spi.2.7
  • Bilgin, İ., Karakuyu, Y. & Tüysüz, C. (2008). Determining the level of prospective teachers’ metacog-nition. Abant İzzet Baysal Universıty. Journal of Social Sciences, 2(17). Doi: 10.11616/AbantSbe.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Jour-nal, 73(2), 121-34. Doi: 10.1111/j.1540-4781.1989.tb02534.x
  • Ediger, A. (2006). Developing strategic L2 readers by reading for authentic purposes. In Current trends in the development and teaching of the four language skills, Usó-Juan, E. and Martínez-Flor, A. (eds.) Berlin: Mouton de Gruyter, 305-07. Doi: 10.1515/9783110197778
  • Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261–97. Doi: 10.2307/3587625
  • Hong-Nam, K. (2014). ELL High School Students’ Metacognitive Awareness of Reading Strategy Use and Reading Proficiency. The Electronic Journal for English as a Second Language, 18(1), 1-6. Doi: 10.1080/02702711.2013.807900
  • Hong-Nam, K. & Page, L. (2014). Investigating metacognitive awareness oand reading strategy use of EFL Korean university students. Reading Psychology, 35, 195–220. Doi: 10.1080/02702711.2012.675418
  • Ismail, N. & Tawalbeh, T. (2014). Effectiveness of a metacognitive reading strategies program for im-proving low achieving EFL readers. International Education Studies; 8(1), 71-87. Doi: 10.5539/ies.v8n1p71
  • Jafari, S. M. & Shokrpour, N. (2012). The reading strategies used by Iranian ESP students to compre-hend authentic expository texts in English. International Journal of Applied Linguistics & English Li-terature, 1(4), 102-113. Doi: 10.7575/ijalel.v.1n.4p.102
  • Karbalaei, A. (2010). A comparison of the metacognitive reading Strategies used by EFL and ESL read-ers. The Reading Matrix, 10(2), 168-80.
  • Krashen, S. (1982). 'Principles and Practice in Second Language Acquisition.' New York: Pergamon.
  • Kudeir, R., Magableh, N., Nsser, H. & Alkawaldeh, M. (2012). The degree to which undergraduate Yarmouk University students have practiced strategic reading as related tosome variables. Is-lamic University Journal of Educational and Psychological Studies, 20(2), 671-704.
  • Li, F. (2010). A study of English Reading Strategies Used by Senior Middle School Students. Asian Social Science, 6(10), 184-92. Doi: 10.5539/ass.v6n10p184
  • Li, C., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-62.
  • Magogwe, J. (2013). Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies. Reading & Writing, 4(1), 1-8. Doi: 10.4102/rw.v4i1.29
  • Madhumathi, P. & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131-140. Doi: 10.5539/elt.v5n12p131
  • Mokhtari, K. & Reichard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-59. Doi: 10.1037//0022-0663.94.2.249
  • Mokhtari, K. & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25, 2-11.
  • Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers. Doi: 10.2307/329849
  • Paris, S. & Jacobs, J. (1984). The benefits of informed instruction for children’ reading awareness and comprehension skills. Child Development, 55/6, 2083-93. Doi: 10.2307/1129781
  • Reiss, M. (1983). Helping the unsuccessful language learner. Canadian Modern Language Review, 39(2), 257-66. Doi: 10.2307/325589
  • Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix, 2(3), 1-16.
  • Sheorey, R. (1999). An examination of language learning strategy use in the setting of an indigenized variety of English. System, 27, 173–90. Doi: 10.1016/S0346-251X(99)00015-9
  • Sheorey, R., & Mokhtari, K . (2001). Differences in metacognitive awareness of reading strategies among native and nonnative readers. System, 29, 431–49. Doi: 10.1016/s0346-251x(01)00039-2
  • Shikano, M. (2013). A quantitative survey on metacognitive awareness of reading strategy use in Eng-lish by Japanese university students. International Education Center Journal, 14, 11-24
  • Solak, E. & Altaylı, F. (2014). The reading strategies used by prospective English teachers in Turkish EFL context. International Online Journal of Education and Teaching, 1(3), 78-89.
  • Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. The Reading Matrix, 14(2), 314-23.
  • Tipamas, C. (2012). Thai adult EFL learners’ metacognitive awareness of reading strategies. The Inter-national Journal of Interdisciplinary Social Sciences, 6(9), 83-95.
  • Tercanlıoğlu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Link to success. International Education Journal, 5(4), 562-70.
  • Uso-Juan, E. &Martinez-Flo, A. (2006). Current Trends in the Development and Teaching of the Four Lan-guage Skills, Berlin: Mouton de Gruyter, 261. Doi: 10.1515/9783110197778
  • Yoshida, M. (2012). The interplay of processing task, text type and proficiency in L2 reading. Reading in a Foreign Language, 24(1), 1-29.
  • Zare, A. (2007). The relationship between cognitive and metacognitive strategy use and EFL reading achievement. Journal of Applied Psychology, 2, 105-119.

English Language Teaching Students in Turkish Context: Sakarya University Sample

Year 2016, Volume: 6 Issue: 2, 254 - 269, 14.08.2016
https://doi.org/10.19126/suje.61107

Abstract

Konuşma ve dinlemenin aksine, okuma doğuştan edinilmeyen bir süreç olmakla birlikte kompleks bir bilişsel aktivitedir. Bir çocuk nasıl konuşacağını ve dinleyeceğini örgün ve bilinçli bir eğitim almadan öğrenebilirken, okumanın öğrenilmesi bilinçli bir eğitim sürecini gerektirir. Bu nedenle, hem İngilizce’nin yabancı dil olarak, hem de ikinci dil olarak öğrenilmesi bağlamlarında İngilizce öğrenenlerdeki okuma stratejileri kullanımı üzerine bir takım çalışmalar yapılmıştır. Konuya farklı bir bakış açısı ile yaklaşmak amacıyla, bu çalışma okuma stratejileri kullanımında öğrencilerin bilişötesi farkındalığını incelemeyi ve bir devlet üniversitesinin İngilizce Dili Eğitimi bölümündeki öğrenciler tarafından hangi tür okuma stratejilerinin kullanıldığını belirlemeyi amaçladı. Sakarya

References

  • Alıcı, H. & Serdaroğlu, I. (2015). The relationship between metacognitive awareness of reading strate-gies and success of science of the 5th grade students in secondary school. Participatory Educational Research, 2, 61-70. Doi: 10.17275/per.16.spi.2.7
  • Bilgin, İ., Karakuyu, Y. & Tüysüz, C. (2008). Determining the level of prospective teachers’ metacog-nition. Abant İzzet Baysal Universıty. Journal of Social Sciences, 2(17). Doi: 10.11616/AbantSbe.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Jour-nal, 73(2), 121-34. Doi: 10.1111/j.1540-4781.1989.tb02534.x
  • Ediger, A. (2006). Developing strategic L2 readers by reading for authentic purposes. In Current trends in the development and teaching of the four language skills, Usó-Juan, E. and Martínez-Flor, A. (eds.) Berlin: Mouton de Gruyter, 305-07. Doi: 10.1515/9783110197778
  • Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261–97. Doi: 10.2307/3587625
  • Hong-Nam, K. (2014). ELL High School Students’ Metacognitive Awareness of Reading Strategy Use and Reading Proficiency. The Electronic Journal for English as a Second Language, 18(1), 1-6. Doi: 10.1080/02702711.2013.807900
  • Hong-Nam, K. & Page, L. (2014). Investigating metacognitive awareness oand reading strategy use of EFL Korean university students. Reading Psychology, 35, 195–220. Doi: 10.1080/02702711.2012.675418
  • Ismail, N. & Tawalbeh, T. (2014). Effectiveness of a metacognitive reading strategies program for im-proving low achieving EFL readers. International Education Studies; 8(1), 71-87. Doi: 10.5539/ies.v8n1p71
  • Jafari, S. M. & Shokrpour, N. (2012). The reading strategies used by Iranian ESP students to compre-hend authentic expository texts in English. International Journal of Applied Linguistics & English Li-terature, 1(4), 102-113. Doi: 10.7575/ijalel.v.1n.4p.102
  • Karbalaei, A. (2010). A comparison of the metacognitive reading Strategies used by EFL and ESL read-ers. The Reading Matrix, 10(2), 168-80.
  • Krashen, S. (1982). 'Principles and Practice in Second Language Acquisition.' New York: Pergamon.
  • Kudeir, R., Magableh, N., Nsser, H. & Alkawaldeh, M. (2012). The degree to which undergraduate Yarmouk University students have practiced strategic reading as related tosome variables. Is-lamic University Journal of Educational and Psychological Studies, 20(2), 671-704.
  • Li, F. (2010). A study of English Reading Strategies Used by Senior Middle School Students. Asian Social Science, 6(10), 184-92. Doi: 10.5539/ass.v6n10p184
  • Li, C., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-62.
  • Magogwe, J. (2013). Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies. Reading & Writing, 4(1), 1-8. Doi: 10.4102/rw.v4i1.29
  • Madhumathi, P. & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131-140. Doi: 10.5539/elt.v5n12p131
  • Mokhtari, K. & Reichard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-59. Doi: 10.1037//0022-0663.94.2.249
  • Mokhtari, K. & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25, 2-11.
  • Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers. Doi: 10.2307/329849
  • Paris, S. & Jacobs, J. (1984). The benefits of informed instruction for children’ reading awareness and comprehension skills. Child Development, 55/6, 2083-93. Doi: 10.2307/1129781
  • Reiss, M. (1983). Helping the unsuccessful language learner. Canadian Modern Language Review, 39(2), 257-66. Doi: 10.2307/325589
  • Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix, 2(3), 1-16.
  • Sheorey, R. (1999). An examination of language learning strategy use in the setting of an indigenized variety of English. System, 27, 173–90. Doi: 10.1016/S0346-251X(99)00015-9
  • Sheorey, R., & Mokhtari, K . (2001). Differences in metacognitive awareness of reading strategies among native and nonnative readers. System, 29, 431–49. Doi: 10.1016/s0346-251x(01)00039-2
  • Shikano, M. (2013). A quantitative survey on metacognitive awareness of reading strategy use in Eng-lish by Japanese university students. International Education Center Journal, 14, 11-24
  • Solak, E. & Altaylı, F. (2014). The reading strategies used by prospective English teachers in Turkish EFL context. International Online Journal of Education and Teaching, 1(3), 78-89.
  • Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. The Reading Matrix, 14(2), 314-23.
  • Tipamas, C. (2012). Thai adult EFL learners’ metacognitive awareness of reading strategies. The Inter-national Journal of Interdisciplinary Social Sciences, 6(9), 83-95.
  • Tercanlıoğlu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Link to success. International Education Journal, 5(4), 562-70.
  • Uso-Juan, E. &Martinez-Flo, A. (2006). Current Trends in the Development and Teaching of the Four Lan-guage Skills, Berlin: Mouton de Gruyter, 261. Doi: 10.1515/9783110197778
  • Yoshida, M. (2012). The interplay of processing task, text type and proficiency in L2 reading. Reading in a Foreign Language, 24(1), 1-29.
  • Zare, A. (2007). The relationship between cognitive and metacognitive strategy use and EFL reading achievement. Journal of Applied Psychology, 2, 105-119.
There are 32 citations in total.

Details

Journal Section Articles
Authors

Orhan Kocaman

Semih Beşkardeşler This is me

Publication Date August 14, 2016
Published in Issue Year 2016 Volume: 6 Issue: 2

Cite

APA Kocaman, O., & Beşkardeşler, S. (2016). Metacognitive Awareness of Reading Strategy Use by English Language Teaching Students in Turkish Context: Sakarya University Sample. Sakarya University Journal of Education, 6(2), 254-269. https://doi.org/10.19126/suje.61107