Metacognitive Reading Strategies and Reading Comprehension Achievement with Difference Proficiencies’ EFL Learners through Reciprocal Reading Activities

  • Wimolporn Rawengwan Nakhorn Sawan Rajabhat University
Keywords: Metacognitive Reading Strategies, Reading Comprehension, Reciprocal Reading Activities

Abstract

The objectives of this study were 1) to investigate metacognitive strategies are used by the readers engaged in reciprocal reading activities 2) to investigate the achievement of reading comprehension based on reciprocal reading activities using metacognitive strategies for reading comprehension. The research population consisted of 43 first-year learners at Nakhon Sawan Rajabhat University. The sampling comprised of three different proficiency EFL learners (advanced, intermediate, novice) by purposive sampling. Data were collected by metacognitive reading strategies observation form, the Oxford reading comprehension placement test (2015) and reading comprehension pre-test and post-test. Mean, standard deviation, t-test and percentage were used as data analysis.

            The results of this study showed that reciprocal reading activities could engage three different proficiency EFL learners; they used different metacognitive reading strategies to achieve reading comprehension (e.g., questioning, predicting, summarizing, and translation). All of them were more frequently used cognitive reading strategies than metacognitive reading strategies. Also, reciprocal reading activities could engage the reading comprehension achievement with different proficiency EFL learners. Discussion and findings are offered.

Downloads

Download data is not yet available.

References

Ahmadi, M. R., & Gilakjani, A.P. (2012). Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory and Practice in language studies, 2(10), 20-53.

Arman, R. F. S. (2017). Factors that Influence Students' Motivation in Learning Reading Comprehension in English Language Education. Department of University Muhammadiyah Malang. Thesis of Doctoral dissertation, University of Muhammadiyah Malang.

Chevalier, T. M., Parrila, R., Ritchie, K. C., & Deacon, S. H. (2017). The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students with and without a History of Reading Difficulties. Journal of learning disabilities, 50(1), 34-48.

Dagostino,L., Carifio, J., Bauer, J., Zhao, Q. & Malaysia, S. (2014). Assessment of a Reading Comprehension Instrument as It Relates to Cognitive Abilities as Defined by Bloom’s Revised Taxonomy. Current Issues in Education, 17(1), 1-15.

Dahish, J. M. (2017). ESL Students' Metacognitive Awareness of Their Reading Strategies. International Journal of English Language Education, 6(2), 92-111.

Gilakjani, A. P., & Sabouri, N. B. (2016). A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement. International Journal of English Linguistics, 6(5), 180.

Jafari, D.,&Ketabi, S. (2012). Metacognitive Strategies and Reading Comprehension Enhancement in Iranian Intermediate EFL Setting. International Journal of Linguistics. 4(3), 1-14.

Thampradit, P. (2006). A Study of Reading Strategies Used by Thai University Engineering Students at King Mongkut's Institute of Technology Ladkrabang. A study of reading strategies used by Thai university engineering students at King Mongkut's Institute of Technology Ladkrabang. Doctoral dissertation, Southern Illinois University at Carbondale. Retrieved January, 11 2018, from https://search.proquest.com/openview/a4ca16fa9eb2ca5e5ab66

d2d4bafbbf/1?pq-origsite=gscholar&cbl=18750&diss=y

Oczkus, L. D. (2018). Reciprocal Teaching at Work: Powerful Strategies and Lessons for Improving Reading Comprehension (3rd ed.). Alexandria, VA: ASCD.

Prastyo, M., and Rodli, H. (2017). Applying Reciprocal Teaching Method in Teaching Reading. Linguistics and Literature, 1(2), 112-122.

Pilten, G. (2016). The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comperhension of Expository Texts. Journal of Education and Training Studies, 4(10), 232-247.

Wirotanan, J. (2002). Reading Strategies of University EFL Thai Readers in Reading Thai and English Expository Texts. (Doctoral dissertation, University of Pittsburgh).

Word, C. S. & Gramer, M.F. (2015). Q: Skills for Success 3 Reading and Writing. Retrieved February, 5 2018, from https://iq.ouponlinepractice.com/lms/book?bookid=rw3

Published
2020-12-30
How to Cite
Rawengwan, W. (2020). Metacognitive Reading Strategies and Reading Comprehension Achievement with Difference Proficiencies’ EFL Learners through Reciprocal Reading Activities . Academic Journal of MBU; Lanna Campus, 9(2), 33-45. Retrieved from https://so01.tci-thaijo.org/index.php/mbulncjournal/article/view/240650
Section
Reserch Articles