Reading Strategy Awareness of English Major Students
The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently.
[1] H. C. Huang, C. L.Chern, and C. C. Lin, "EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study,”Computers & Education, Vol. 52, no.1,pp.13-26, 2009.
[2] M. J. Song, "Reading strategies and second language reading ability: The magnitude of the relationship,”English Teaching, Vol. 54, no. 3, pp. 73-95, 1999.
[3] W. Grabe, "Current development in second language reading research,”TESOL Quarterly, Vol. 25, pp. 357-406, 1991.
[4] H. Y. Lien, "EFL learners’ reading strategy use in relation to reading anxiety,”Language Education in Asia, Vol. 2, no. 2, pp. 199-212, 2011.
[5] J. Devine, "The role of metacognition in second language reading and writing,” In G. Joan, L.I. Carson (Eds.), Reading in the Composition Classroom, Second Language Perspective (pp.105-130). Boston: Heinle&Heinle, 1993.
[6] A. D. Cohen, Strategies in learning and using a second language. New York: Longman, 1998.
[7] R.Sheorey, and K. Mokhtari, "Coping with academic materials: differences in the reading strategies of native and non-native readers,”System: An International Journal of Educational Technology and Applied Linguistics, Vol.29, pp. 431-449, 2001.
[8] L. J. Zhang, Y. P.Gu, and G.Hu,"A cognitive perspective on Singaporean bilingual children’s use of reading strategies,”Reading in a Foreign Language,Vol. 21, no. 1, pp. 37-59, 2008.
[9] A. H. Al-Nujaidi, The relationship between vocabulary size, reading strategies, and readingcomprehension of EFL learners in Saudi Arabia(Unpublished doctoral dissertation). Oklahoma State University, Stillwater, OK, USA, 2003
[10] C.Dabarera, W. A.Renandya, and L. J. Zhang, "The impact of metacognitive scaffolding andmonitoring on readingcomprehension,”System, Vol. 42, pp. 462-473, 2014.
[11] M. Y. Darabie, The relationship between college-level Jordanian students’metacognitive awareness strategies and their reading comprehension achievement in English as a foreign language (Unpublished doctoral dissertation). Ohio University, OH, USA, 2000.
[12] R.Taraban, K.Rynearson, and M. S. Kerr, "Metacognition and freshmen academic performance,”Journal of Developmental Education, Vol. 24, pp.12-20, 2000.
[13] Y.Park,"A relationship between reading comprehension and reading strategy use: Meta-analysis,”English Teaching Vol. 65, no. 3, pp. 3-22, 2010.
[14] H. K.Keskin,"Impacts of reading metacognitive strategies and reading attitudes on school success,”International Journal of Academic Research, Vol. 5, no. 5, pp. 312-317, 2013.
[15] H. C. Huang, C. L.Chern, & C. C.Lin,"EFLlearners’ use of online reading strategies and comprehension of texts: An exploratory study,”Computers & Education, Vol.52, no.1, 13-26, 2009.
[16] I.Gelen,The effects of metacognitive strategies on attitudes toward Turkish course, reading comprehension achievement and retention,CukurovaUniversity, Unpublished Doctoral Thesis, 2003.
[17] A. R.Hamdan, M. N.Ghafar, A. J.Sihes, and S. B.Atan,"The cognitive and metacognition reading strategies of foundation course students in Teacher Education Institute in Malaysia. European Journal ofSocial Sciences, Vol. 13, no.1, pp.133-144, 2010
[18] N.Boonkongsaen, "The effects of gender, reading anxiety and language learning experience on Thai science-oriented students’ use of reading strategies,”International Forum of Teaching and Studies, Vol. 10, no. 1, pp. 24-35, 2012.
[19] P.Madhumathi, and G. Arijit,"Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement,”English Language Teaching, Vol. 5, no.12, pp. 131-143, 2012.
[20] R.Sheorey, and E.Baboczky,"Metacognitiveawareness of reading strategies among Hungarian college students,” In K Mokhtari& R. Sheorey (Eds.), Reading strategies of first-and second language learners, pp.161-173. Norwood, MA: Christopher-Gordon, 2008.
[21] D. Malcolm, "Reading strategy awareness of Arabic-speaking medical students studying in English,”System, Vol. 37, pp. 640-651, 2009.
[22] A. Phakiti, "A closer look at gender and strategy use in L2 reading,”Language Learning, Vol. 53, pp. 649-702, 2003.
[23] M. S. G.Hamzah, and S. K. Abdullah, "Analysis on Metacognitive Strategies in Reading and Writing Among Malaysian ESL Learners in Four Education Institutions,” European Journal of Social Sciences, Vol. 11, no.4, 676-683, 2009.
[24] C. P. Wu, An investigation of metacognitive reading strategies used by EFL Taiwanese college students to comprehend familiar versus unfamiliar Chinese and English texts. Unpublished Doctoral dissertation, University of Idaho, 2005.
[25] K. R. Lee, Strategy Awareness-Raising for Success: Reading Strategy Instruction in the EFL context. Unpublished doctoral dissertation, University of Maryland, College Park, 2007.
[26] H. A. Alsamadani, The Relationship between Saudi EFL College-Level Students’ Use of Reading Strategies and Their EFL Reading Comprehension. Unpublished doctoral dissertation. Ohio University, OH, 2009.
[27] T. Chumworatayee, "Thai adult EFL learners’ metacognitive awareness of reading strategies. The International Journal of Interdisciplinary Social Sciences,” Vol. 6, no. 9, pp. 83-95, 2012.
[28] N. Munsakorn, "Awareness of reading strategies among EFL learners at Bangkok University,”International Journal of Social and Human Sciences,Vol. 6, pp. 497-500, 2012.
[29] A. Poole, "The reading strategies used by male and female Colombian university students,” PROFILE, Vol. 11, pp. 29-40, 2009
[30] S. M.Jafari, and N. Shokrpour, "The reading strategies used by Iranian ESP students to comprehend authentic expository texts in English. International Journal of Applied Linguistics & English Literature,”Vol. 1, no. 4, pp.102-113, 2012.
[31] K. Koda, Insights into Second Language Reading: A Cross-linguistic Approach. New York: Cambridge University Press, 2005.
[32] A. Poole, "Gender differences in reading strategy use among ESL college students,”Journal of College Reading and Learning, Vol. 36, no. 1, pp. 7-20, 2005.
[33] R. Sheorey, Learning and teaching of English in India. New Delhi: Sage publications, 2006.
[1] H. C. Huang, C. L.Chern, and C. C. Lin, "EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study,”Computers & Education, Vol. 52, no.1,pp.13-26, 2009.
[2] M. J. Song, "Reading strategies and second language reading ability: The magnitude of the relationship,”English Teaching, Vol. 54, no. 3, pp. 73-95, 1999.
[3] W. Grabe, "Current development in second language reading research,”TESOL Quarterly, Vol. 25, pp. 357-406, 1991.
[4] H. Y. Lien, "EFL learners’ reading strategy use in relation to reading anxiety,”Language Education in Asia, Vol. 2, no. 2, pp. 199-212, 2011.
[5] J. Devine, "The role of metacognition in second language reading and writing,” In G. Joan, L.I. Carson (Eds.), Reading in the Composition Classroom, Second Language Perspective (pp.105-130). Boston: Heinle&Heinle, 1993.
[6] A. D. Cohen, Strategies in learning and using a second language. New York: Longman, 1998.
[7] R.Sheorey, and K. Mokhtari, "Coping with academic materials: differences in the reading strategies of native and non-native readers,”System: An International Journal of Educational Technology and Applied Linguistics, Vol.29, pp. 431-449, 2001.
[8] L. J. Zhang, Y. P.Gu, and G.Hu,"A cognitive perspective on Singaporean bilingual children’s use of reading strategies,”Reading in a Foreign Language,Vol. 21, no. 1, pp. 37-59, 2008.
[9] A. H. Al-Nujaidi, The relationship between vocabulary size, reading strategies, and readingcomprehension of EFL learners in Saudi Arabia(Unpublished doctoral dissertation). Oklahoma State University, Stillwater, OK, USA, 2003
[10] C.Dabarera, W. A.Renandya, and L. J. Zhang, "The impact of metacognitive scaffolding andmonitoring on readingcomprehension,”System, Vol. 42, pp. 462-473, 2014.
[11] M. Y. Darabie, The relationship between college-level Jordanian students’metacognitive awareness strategies and their reading comprehension achievement in English as a foreign language (Unpublished doctoral dissertation). Ohio University, OH, USA, 2000.
[12] R.Taraban, K.Rynearson, and M. S. Kerr, "Metacognition and freshmen academic performance,”Journal of Developmental Education, Vol. 24, pp.12-20, 2000.
[13] Y.Park,"A relationship between reading comprehension and reading strategy use: Meta-analysis,”English Teaching Vol. 65, no. 3, pp. 3-22, 2010.
[14] H. K.Keskin,"Impacts of reading metacognitive strategies and reading attitudes on school success,”International Journal of Academic Research, Vol. 5, no. 5, pp. 312-317, 2013.
[15] H. C. Huang, C. L.Chern, & C. C.Lin,"EFLlearners’ use of online reading strategies and comprehension of texts: An exploratory study,”Computers & Education, Vol.52, no.1, 13-26, 2009.
[16] I.Gelen,The effects of metacognitive strategies on attitudes toward Turkish course, reading comprehension achievement and retention,CukurovaUniversity, Unpublished Doctoral Thesis, 2003.
[17] A. R.Hamdan, M. N.Ghafar, A. J.Sihes, and S. B.Atan,"The cognitive and metacognition reading strategies of foundation course students in Teacher Education Institute in Malaysia. European Journal ofSocial Sciences, Vol. 13, no.1, pp.133-144, 2010
[18] N.Boonkongsaen, "The effects of gender, reading anxiety and language learning experience on Thai science-oriented students’ use of reading strategies,”International Forum of Teaching and Studies, Vol. 10, no. 1, pp. 24-35, 2012.
[19] P.Madhumathi, and G. Arijit,"Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement,”English Language Teaching, Vol. 5, no.12, pp. 131-143, 2012.
[20] R.Sheorey, and E.Baboczky,"Metacognitiveawareness of reading strategies among Hungarian college students,” In K Mokhtari& R. Sheorey (Eds.), Reading strategies of first-and second language learners, pp.161-173. Norwood, MA: Christopher-Gordon, 2008.
[21] D. Malcolm, "Reading strategy awareness of Arabic-speaking medical students studying in English,”System, Vol. 37, pp. 640-651, 2009.
[22] A. Phakiti, "A closer look at gender and strategy use in L2 reading,”Language Learning, Vol. 53, pp. 649-702, 2003.
[23] M. S. G.Hamzah, and S. K. Abdullah, "Analysis on Metacognitive Strategies in Reading and Writing Among Malaysian ESL Learners in Four Education Institutions,” European Journal of Social Sciences, Vol. 11, no.4, 676-683, 2009.
[24] C. P. Wu, An investigation of metacognitive reading strategies used by EFL Taiwanese college students to comprehend familiar versus unfamiliar Chinese and English texts. Unpublished Doctoral dissertation, University of Idaho, 2005.
[25] K. R. Lee, Strategy Awareness-Raising for Success: Reading Strategy Instruction in the EFL context. Unpublished doctoral dissertation, University of Maryland, College Park, 2007.
[26] H. A. Alsamadani, The Relationship between Saudi EFL College-Level Students’ Use of Reading Strategies and Their EFL Reading Comprehension. Unpublished doctoral dissertation. Ohio University, OH, 2009.
[27] T. Chumworatayee, "Thai adult EFL learners’ metacognitive awareness of reading strategies. The International Journal of Interdisciplinary Social Sciences,” Vol. 6, no. 9, pp. 83-95, 2012.
[28] N. Munsakorn, "Awareness of reading strategies among EFL learners at Bangkok University,”International Journal of Social and Human Sciences,Vol. 6, pp. 497-500, 2012.
[29] A. Poole, "The reading strategies used by male and female Colombian university students,” PROFILE, Vol. 11, pp. 29-40, 2009
[30] S. M.Jafari, and N. Shokrpour, "The reading strategies used by Iranian ESP students to comprehend authentic expository texts in English. International Journal of Applied Linguistics & English Literature,”Vol. 1, no. 4, pp.102-113, 2012.
[31] K. Koda, Insights into Second Language Reading: A Cross-linguistic Approach. New York: Cambridge University Press, 2005.
[32] A. Poole, "Gender differences in reading strategy use among ESL college students,”Journal of College Reading and Learning, Vol. 36, no. 1, pp. 7-20, 2005.
[33] R. Sheorey, Learning and teaching of English in India. New Delhi: Sage publications, 2006.
@article{"International Journal of Business, Human and Social Sciences:67902", author = "Hsin-Yi Lien", title = "Reading Strategy Awareness of English Major Students", abstract = "The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently.
", keywords = "Cognitive strategy, gender differences, metacognitive strategy, support strategy.", volume = "8", number = "8", pages = "2669-5", }
