Exploring metacognitive reading strategies used by low and high proficiency form three esl students
Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students. Methodology: To serve...
Saved in:
Main Authors: | , |
---|---|
Format: | Article |
Published: |
Universiti Sultan Zainal Abidin
2022
|
Subjects: | |
Online Access: | http://eprints.utm.my/103455/ http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
my.utm.103455 |
---|---|
record_format |
eprints |
spelling |
my.utm.1034552023-11-14T04:41:20Z http://eprints.utm.my/103455/ Exploring metacognitive reading strategies used by low and high proficiency form three esl students Jeevaratnam, Jessica Abisheganathan Stapa, Mahani L Education (General) Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students. Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group. Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring. Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. Universiti Sultan Zainal Abidin 2022 Article PeerReviewed Jeevaratnam, Jessica Abisheganathan and Stapa, Mahani (2022) Exploring metacognitive reading strategies used by low and high proficiency form three esl students. Journal of Nusantara Studies, 7 (1). pp. 335-365. ISSN 0127-9386 http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365 DOI: 10.24200/jonus.vol7iss1pp335-365 |
institution |
Universiti Teknologi Malaysia |
building |
UTM Library |
collection |
Institutional Repository |
continent |
Asia |
country |
Malaysia |
content_provider |
Universiti Teknologi Malaysia |
content_source |
UTM Institutional Repository |
url_provider |
http://eprints.utm.my/ |
topic |
L Education (General) |
spellingShingle |
L Education (General) Jeevaratnam, Jessica Abisheganathan Stapa, Mahani Exploring metacognitive reading strategies used by low and high proficiency form three esl students |
description |
Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students.
Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group.
Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring.
Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. |
format |
Article |
author |
Jeevaratnam, Jessica Abisheganathan Stapa, Mahani |
author_facet |
Jeevaratnam, Jessica Abisheganathan Stapa, Mahani |
author_sort |
Jeevaratnam, Jessica Abisheganathan |
title |
Exploring metacognitive reading strategies used by low and high proficiency form three esl students |
title_short |
Exploring metacognitive reading strategies used by low and high proficiency form three esl students |
title_full |
Exploring metacognitive reading strategies used by low and high proficiency form three esl students |
title_fullStr |
Exploring metacognitive reading strategies used by low and high proficiency form three esl students |
title_full_unstemmed |
Exploring metacognitive reading strategies used by low and high proficiency form three esl students |
title_sort |
exploring metacognitive reading strategies used by low and high proficiency form three esl students |
publisher |
Universiti Sultan Zainal Abidin |
publishDate |
2022 |
url |
http://eprints.utm.my/103455/ http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365 |
_version_ |
1783876365637910528 |
score |
13.2014675 |