The Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners

Hooshang Khoshsima, Elham Amiri Samani

Abstract


Reading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible versatile vehicles if the readers are aware and cognizant of their applications. This paper studied the most frequent used strategies by Iranian ESP students. Fifty six students completed 30-item questionnaire of MARSI (2002). It included three strategy categories: Problem Solving strategies (PROB), Global Reading strategies (GLOB), and Support strategies (SUP). Results indicated that students at the highest level perceived PROB strategies up to 58.93%, SUP strategies up to 32.14%, and GLOB strategies up to 30.37%. Ranking the individual strategies represented that the highest used strategies are strategy 8 (overall mean= 3.51), strategy 20 (overall mean=3.52) and strategy 11 (overall mean=3.77).

Keywords: ESP, Metacognitive strategies, Problem Solving strategies, Global Reading strategies, Support strategies


Full Text:

PDF

References


Abdul Aziz, N. (2011, july). The Reading Sterategies Awareness among English as a Second Language (ESL)Learners in Malaysia's University. (1), 778-784. doi:10.4304/tpls.1.7.778-784.

Brown, D. (2006). Principles of Language Learning and Teaching (5th ed.). New York: Longman.

Dudley-Evans, T., & St John, M. (1998). Developement in English for Specific Purposes. United Kingdom: Cambridge University Press.

Flynn, N., & Stainthorp, R. (2006). The learning and Teaching of Reading and Writing. England: Wiley.

Halley, H. M., & Austin, Y. T. (2004). Content-Based Second Languge Teaching and Learning. Boston: Pearson.

Jafari, M., & Shokrpoer, R. (2012). The Reading Sterategies Used by Iranian ESP Students to Comrehend Authentic Expository Texts in English. International journal of Applied Linguistics and English Litreture, 1(4), 102-113. doi:10.7575/ijalel.v.1n.4p.102.

Lindsay, C., & Knight, P. (2010). Learning and teaching English. New York city: Oxford University Press.

Mahdavi, M. (2012). The Role of Metacognitive Sterategy Training in EFL Reading and Vocabulary Developement in an "Input Poor" Enviroment. Chabahar, Iran: Unpublished Theses Paper.

Martinez, A. C. (2008). Analysis of ESP University Students'Reading Sterategy Awareness. Iberica, 165-176.

Mclaughlin, M. (2010). Content area reading teaching and learning in an age of multiple literacies. United States: Pearson.

Mokhtari, K., & Reichard, C. (2002). Metacognitive Awareness of Reading Strategies Inventory (MARSI) Version 1.0. Journal of Educational Psychology, 49(2), 249-259.

Nunan, D. (2006). Second Language Teaching and Learning. United States: Heinle & Heinle publishers.

Richards, J. c., & Renandya, W. A. (2002). Methodology in Language Teaching Teaching an Anthology of Current Practice. United States: Cambridge University Press.

Stok, M. F. (2012, november). Main Idea Comprehension in FL University Students: Problem and Causes. ARTESOLESP E-journal, 2(1), 13-31.

Tabatabaie, o., & Assari, F. (2011). Investigating Strategic Processes of L2 Reading Comprehension among Collegiate Iranian ESP Learners across Three Academic Fields of Study. Canadian Research & Development Center of Sciences and Cultures, pp. 205-214.

Wearmouth, J., Solar, J., & Reid, G. (2003). Meating Difficulties in Literacy Development. New York: Rout ledgefalmer.

Williams, M., & Burden, R. L. (2002). Phychology for Language Taechers a Social Constructivist Approach. Cambridge University Press: United Kingdom.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


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

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.