Metacognitive Reading Awareness Among Freshmen EFL Students
Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university students in a Business English class during the COVID-19 pandemic. Methods. The methodology is bas...
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| Format: | Article |
| Language: | English |
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Pereiaslav-Khmelnytsky Hryhorii Skovoroda State Pedagogical University
2024-04-01
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| Series: | Психолінгвістика |
| Subjects: | |
| Online Access: | https://psycholing-journal.com/index.php/journal/article/view/1442 |
| _version_ | 1827282153411444736 |
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| author | Бланка Клімова Катаріна Замборова Катерина Фронкова |
| author_facet | Бланка Клімова Катаріна Замборова Катерина Фронкова |
| author_sort | Бланка Клімова |
| collection | DOAJ |
| description | Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university students in a Business English class during the COVID-19 pandemic.
Methods. The methodology is based on a survey, which was conducted among 192 freshman university students in their specialized courses of Business English as a foreign language. The research instrument was a metacognitive reading strategies awareness (MARSI) questionnaire.
Results. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies.
Conclusions. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment. |
| first_indexed | 2024-04-24T09:13:19Z |
| format | Article |
| id | doaj.art-02aea311274d483b961d4b31b5ce1a2b |
| institution | Directory Open Access Journal |
| issn | 2309-1797 2415-3397 |
| language | English |
| last_indexed | 2024-04-24T09:13:19Z |
| publishDate | 2024-04-01 |
| publisher | Pereiaslav-Khmelnytsky Hryhorii Skovoroda State Pedagogical University |
| record_format | Article |
| series | Психолінгвістика |
| spelling | doaj.art-02aea311274d483b961d4b31b5ce1a2b2024-04-15T17:18:09ZengPereiaslav-Khmelnytsky Hryhorii Skovoroda State Pedagogical UniversityПсихолінгвістика2309-17972415-33972024-04-01352658110.31470/2309-1797-2024-35-2-65-811442Metacognitive Reading Awareness Among Freshmen EFL StudentsБланка Клімова0Катаріна Замборова1Катерина Фронкова2University of Hradec Kralove, Faculty of Informatics and Management (Czech Republic)University of Economics in Bratislava, Faculty of Applied Languages (Slovak Republic)University of Hradec Kralove, Faculty of Informatics and Management (Czech Republic)Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university students in a Business English class during the COVID-19 pandemic. Methods. The methodology is based on a survey, which was conducted among 192 freshman university students in their specialized courses of Business English as a foreign language. The research instrument was a metacognitive reading strategies awareness (MARSI) questionnaire. Results. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies. Conclusions. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment.https://psycholing-journal.com/index.php/journal/article/view/1442metacognitive awareness, reading, global reading strategies, problem-solving strategies, support reading strategies, freshmen slovak students, english |
| spellingShingle | Бланка Клімова Катаріна Замборова Катерина Фронкова Metacognitive Reading Awareness Among Freshmen EFL Students Психолінгвістика metacognitive awareness, reading, global reading strategies, problem-solving strategies, support reading strategies, freshmen slovak students, english |
| title | Metacognitive Reading Awareness Among Freshmen EFL Students |
| title_full | Metacognitive Reading Awareness Among Freshmen EFL Students |
| title_fullStr | Metacognitive Reading Awareness Among Freshmen EFL Students |
| title_full_unstemmed | Metacognitive Reading Awareness Among Freshmen EFL Students |
| title_short | Metacognitive Reading Awareness Among Freshmen EFL Students |
| title_sort | metacognitive reading awareness among freshmen efl students |
| topic | metacognitive awareness, reading, global reading strategies, problem-solving strategies, support reading strategies, freshmen slovak students, english |
| url | https://psycholing-journal.com/index.php/journal/article/view/1442 |
| work_keys_str_mv | AT blankaklímova metacognitivereadingawarenessamongfreshmeneflstudents AT katarínazamborova metacognitivereadingawarenessamongfreshmeneflstudents AT katerinafronkova metacognitivereadingawarenessamongfreshmeneflstudents |