Article Sidebar

Submitted
Aug 30, 2023
Published
Oct 17, 2023
Download
pdf
Statistic
Read Counter : 33 Download : 35

Main Article Content

Abstract

Metacognitive strategies are widely used by students in learning activities, often without them realizing it. They become one of crucial aspects for learners in comprehending the academic reading text. In this study, the writer describes students’ metacognitive strategies in reading comprehension. A quantitative survey was used as the design of the study. A questionnaire was the instrument used to collect the data in order to have a description of how students applied metacognitive strategies in reading and to what extent their awareness of metacognitive reading strategies was used in academic reading. There were 285 students in the English study program who filled out the questionnaire for the Survey of Reading Strategies Awareness (SORS). Metacognitive awareness of reading strategies used by college students in reading academic texts in English was problem solving (PROB), support (SUP) and global (GLOB). For EFL students, problem solving was the most used strategy. Students and other readers should adapt these reading methods and be guided by lecturers in using different methods.


Key words: academic reading, metacognitive strategies.

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Ilma, R. (2023). Metacognitive Strategies in Academic Reading by EFL Learners. ELITE JOURNAL, 5(3), 651-660. Retrieved from https://elitejournal.org/index.php/ELITE/article/view/196

References

  1. Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 73(2), 150-162.
  2. Grabe, W, &Stoller, F.L (2002) Teaching and Researching Reading. Longman.
  3. Karbalaei, A. (2010). A comparison of the metacognitive reading strategies used by EFL and ESL readers. The Reading Matrix, 10(2), 165–180.
  4. Klingner, J. K. (2007). Teaching Reading Comprehension to Students with Learn- ing Difficulties. New York: The Guildford Press.
  5. Liu, M.C., Huang, Y.M., , K. & Wen, D. (2013). Fostering Learners' Metacognitive Skills of Keyword Reformulation in Image Seeking by Location-Based Hierarchical Navigation. Educational Technology Research and Development, 61(2), 233-254. Retrieved November 18, 2022 from https://www.learntechlib.org/p/114264/.
  6. Martinez, A. C. L. (2008). Analysis of ESP University Students’ Reading Strategy Awareness. IBERICA, 15,(1) 165–176.
  7. McConnaughhay, C. 2008. The Correlation between Reading Fluency and Reading Comprehension for Third- Grade Students. Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education. Goucher College.
  8. Mokhtari, K., & Reichard, C. (2002). Assessing Students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. http://doi.org/10.1037/0022-0663.94.2.249
  9. Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publisher.
  10. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
  11. Pammu, A., Zaini, A., & Maasum. (2012). Metacognitive awareness in reading strategies: A case study of proficient learners at Hasanuddin University, Indonesia. ICOSH 2012. UKM. Bangi.
  12. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Lawrence Erlbaum Associates, Inc.
  13. Pereira-Laird, J. A., & Deane, F. P. (1997). Development and validation of a self-report measure of reading strategy use. Reading Psychology: An International Journal, 18, 185–235.
  14. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
  15. PRILS (Progress in International Reading Literacy). 2013. http://litbang.kemdikbud.go.id
  16. Shikano, M. (2012). A Quantitative Survey on Metacognitive Awareness of Reading Strategy Use in English by Japanese University Students.
  17. Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. Read- ing Matrix: An International Online Journal, 14(2), 314–336.
  18. Wang, J., Spencer, K., & Xing, M. (2009). Metacognitive beliefs and strategies in learning Chinese as a foreign language. System, 37(1), 46–56. https://doi.org/10.1016/j.system.2008.05.001
  19. Zahra, F., Komariah, E. & Sari, D.F. (2016). A Study on Students’ Metacognitive Awareness and Their Reading Comprehension. Research in English and Education (READ), 1 (1), 10-17.
  20. Zhang, L. J. (2009). Chinese senior high school EFL students ’ metacognitive awareness and reading-strategy use. Reading, 21(1), 37–59.