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Sasani, Neda, Ganji, Mansoor, Yarahmadzehi, Nahid. (1397). English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus. سامانه مدیریت نشریات علمی, 7(2), 91-119. doi: 10.22054/ilt.2019.46700.428
Neda Sasani; Mansoor Ganji; Nahid Yarahmadzehi. "English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus". سامانه مدیریت نشریات علمی, 7, 2, 1397, 91-119. doi: 10.22054/ilt.2019.46700.428
Sasani, Neda, Ganji, Mansoor, Yarahmadzehi, Nahid. (1397). 'English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus', سامانه مدیریت نشریات علمی, 7(2), pp. 91-119. doi: 10.22054/ilt.2019.46700.428
Sasani, Neda, Ganji, Mansoor, Yarahmadzehi, Nahid. English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus. سامانه مدیریت نشریات علمی, 1397; 7(2): 91-119. doi: 10.22054/ilt.2019.46700.428

English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus

Issues in Language Teaching
مقاله 4، دوره 7، شماره 2، اسفند 2018، صفحه 91-119    اصل مقاله (866.53 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2019.46700.428
نویسندگان
Neda Sasani1؛ Mansoor Ganji* 2؛ Nahid Yarahmadzehi2
1MA Student, Chabahar Maritime University, Chabahar, Iran
2English Department, Faculty of Management and Humanities, Chabahar, Iran
چکیده
Metacognitive reading strategies play a significant role in reading comprehension and educational success. Being noticeably absent from many Iranian classrooms and largely unaware of by many language learners and teachers, metacognitive reading strategies have fallen into oblivion in English language teaching, research, learning, and assessment. The present study was an attempt to measure the metacognitive reading strategy (MRS) awareness among Iranian university students majoring in English Translation Studies. It also aimed at determining whether gender and learners’ different academic levels would make any difference in using various types of MRS. Furthermore, it investigated the relationship between Iranian EFL learners’ awareness of MRS and their reading comprehension performance. A sample of 45 EFL university students majoring in English Translation at Chabahar Maritime University participated in this study. They were asked to complete the Survey of Reading Strategies (SORS) questionnaire adapted from Tavakoli (2014) and to take a TOEFL Junior Standard Reading Comprehension Test. The results revealed that although the overall strategy use among these students was low (M=2.42), support reading strategies were used the most and problem-solving strategies were the least frequently used ones. Additionally, no significant difference was found between males and females as well as different academic levels in the use of MRS. No significant relationship was found between students’ overall use of metacognitive reading strategies and their reading comprehension achievement. The study concludes with a number of pedagogical implications and lists several guidelines for future research.
کلیدواژه‌ها
Gender؛ reading comprehension؛ metacognitive reading strategies؛ academic level
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