The Relationships between Metacognition and Reading Strategies: The Case of English-Majored Students at a Private University in Vietnam
Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by argu.
- Pub. date: July 15, 2021
- Pages: 1561-1578
- 1117 Downloads
- 1317 Views
- 3 Citations
Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean “cognition about cognition”. Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students’ metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.
blooms taxonomy critical reading metacognitive awareness inventory metacognitive awareness reading strategies
Keywords: Bloom’s taxonomy, critical reading, metacognitive awareness inventory, metacognitive awareness, reading strategies.
References
Alexander, P., & Jetton, T. (2000). Learning from text: A multidimensional and developmental perspective. In M. Kamil, O. Mosenthal, P. Pearson, & R. Barr (Eds.). Handbook of reading research (pp. 285–310). Erlbaum.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). The taxonomy table. In L. W. Anderson & D. R. Krathwohl (Eds.), Taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy (pp. 27-37). Longman.
Baker, L. (2002). Metacognition in comprehension instruction. In S. R. Parris, K. Headley, R. C. Anderson, L. Baker, E. Bemiss (Eds.), Comprehension instruction: Research-based best practices (pp. 65-79). Guilford Press. https://doi.org/10.5860/choice.40-1677
Biehler, R. F., & Snowman, J. (1993). Psychology applied to teaching (7th ed.). Houghton Mifflin.
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494. https://doi.org/10.2307/3586295
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). The taxonomy and illustrative materials. In B. S. Bloom (Ed.), Taxonomy of educational objectives: The classification of educational goals (pp. 62-197). Longman.
Burin, D. I., Gonzalez, F. M., Barreyo, J. P., & Injoque-Ricle, I. (2020). Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition and Learning, 15(3), 391-410. https://doi.org/10.1007/s11409-020-09226-8
Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73(2), 121–134. https://doi.org/10.1111/j.1540-4781.1989.tb02534.x
Carrell, P. L. (1998). Can reading strategies be successfully taught? Australian Review of Applied Linguistics, 21(1), 1-20. https://doi.org/10.1075/aral.21.1.01car
Christoph, N. L. H. (2006). The role of metacognitive skills in learning to solve problems. Prinsen & Looijen.
Chutichaiwirath, K., & Sitthitikul, P. (2017). The metacognitive awareness of reading strategies in Thai EFL leaners. Journal of Nusantara Studies, 2(2), 1–14. https://doi.org/10.24200/jonus.vol2iss2pp1-14
Efklides, A. (2008). Metacognition. European Psychologist, 13(4), 277-287. https://doi.org/10.1027/1016-9040.13.4.277
Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 21(1), 76–82.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066x.34.10.906
Gayo, E., Deaño, M., Conde, A., Ribeiro, I., Cadime, I., & Alfonso, S. (2014). Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students. Psicothema, 26(4), 464–470. https://doi.org/10.7334/psicothema2014.42
Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26(1), 81-96. https://doi.org/10.1023/A:1003092414893
Händel, M., Lockl, K., Heydrich, J., Weinert, S., & Artelt, C. (2014). Assessment of metacognitive knowledge in students with special educational needs. Metacognition and Learning, 9(3), 333-352. https://doi.org/10.1007/s11409-014-9119-x
Haribhai, T. S. (2012). Complex relation between metacognition and cognition. Paripex Indian Journal of Research, 1(10), 44-45.
Harrison, G. M., & Vallin, L. M. (2017). Evaluating the metacognitive awareness inventory using empirical factor-structure evidence. Metacognition and Learning, 13(1), 15–38. https://doi.org/10.1007/s11409-017-9176-z
Hong-Nam, K., & Page, L. (2014). Investigating metacognitive awareness and reading strategy use of EFL Korean university students. Reading Psychology, 35(3), 195-220. https://doi.org/10.1080/02702711.2012.675418
Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3–4), 255–278. https://doi.org/10.1080/00461520.1987.9653052
Jang, Y., Lee, H., & Min, K. (2020). The relationship between metacognitive ability and metacognitive accuracy. Metacognition and Learning, 15(3), 411-434. https://doi.org/10.1007/s11409-020-09232-w
Kleitman, S., & Stankov, L. (2007). Self-confidence and metacognitive processes. Learning and Individual Differences, 17(2), 161–173. https://doi.org/10.1016/j.lindif.2007.03.004
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Lahuerta Martínez, A. C. (2011). The relationship between metacognitive awareness and reading in English as a foreign language. Journal of Philosophy of the University of Laguna/ Revista de Filología de la Universidad de La Laguna, 29(1), 163-178.
McNamara, D. S. (2011). Measuring deep, reflective comprehension and learning strategies: Challenges and successes. Metacognition and Learning, 6(2), 195-203. https://doi.org/10.1007/s11409-011-9082-8
Metcalfe, J., & Finn, B. (2013). Metacognition and control of study choice in children. Metacognition and Learning, 8(1), 19-46. https://doi.org/10.1007/s11409-013-9094-7
Montgomery, M., Durant, A., Fabb, N., Furniss, T., & Mills, S. (2007). Ways of reading: Advanced reading skills for students of English literature (3rd ed.). Routledge. https://doi.org/10.4324/9780203597118
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe, & A. P. Shimamura (Eds.). Metacognition: Knowing about knowing (pp. 1-25). MIT Press. https://doi.org/10.7551/mitpress/4561.003.0003
Öztürk, N., & Şenaydın, F. (2019). Dichotomy of EFL reading: Metacognition vs. proficiency. Journal of Language and Linguistic Studies, 15(2), 605–617. https://doi.org/10.17263/jlls.586757
Pearson, P. D. (2004). The reading wars. Educational Policy, 18(1), 216–252. https://doi.org/10.1177/0895904803260041
Phakati, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56. https://doi.org/10.1191/0265532203lt243oa
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225. https://doi.org/10.1207/s15430421tip4104_3
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903. https://doi.org/10.1037/0021-9010.88.5.879
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63(1), 539-569. https://doi.org/10.1146/annurev-psych-120710-100452
Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition and Learning, 1(1), 99-113. https://doi.org/10.1007/s11409-006-7263-7
Pring, R. (1971). Bloom’s taxonomy: A philosophical critique (2). Cambridge Journal of Education, 1(2), 83-91. https://doi.org/10.1080/0305764710010205
Ramadhanti, D., Ghazali, A. S., Hasanath, M., & Harsiati, T. (2019). Students’ metacognitive weaknesses in academic writing: A preliminary research. International Journal of Emerging Technologies in Learning, 14(11), 41-57. https://doi.org.10.3991.ijet.v14i11.10213
Rastegar, M., Kermani, E. M., & Khabir, M. (2017). The relationship between metacognitive reading strategies use and reading comprehension achievement of EFL learners. Open Journal of Modern Linguistics, 7(2), 65-74. https://doi.org/10.4236/ojml.2017.72006
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 10(2), 117–139. https://doi.org/10.1076/edre.10.2.117.27905
Terlecki, M., & Mcmahon, A. (2018). A call for metacognitive intervention: Improvements due to curricular programming in leadership. Journal of Leadership Education, 17(4), 130-145. https://doi.org/10.12806/v17/i4/r8
van Kraayenoord, C. E. (2010). The role of metacognition in reading comprehension. In H-P. Trolldenier, W. Lenhard, & P. Marx (Eds.), Brennpunkte der Gedachtnisforschung entwicklungs- und pädagogisch-psychologische Perspektiven [Focal Points of Memory Research, Development and Educational-Psychological Perspectives] (pp. 277-302). Hogrefe.
Veenman, M., & Elshout, J. J. (1999). Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education, 14(4), 509-523. https://doi.org/10.1007/bf03172976
Veenman, M. V., van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14. https://doi.org/10.1007/s11409-006-6893-0
Yau, J. C. (2009). Reading characteristics of Chinese-English adolescents: knowledge and application of strategic reading. Metacognition and Learning, 4(3), 217–235. https://doi.org/10.1007/s11409-009-9046-4
Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
Yüksel, I., & Yüksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia – Social and Behavioral Sciences, 31(1), 894-898. https://doi.org/10.1016/j.sbspro.2011.12.164
Zare-ee, A. (2007). The relationship between cognitive and metacognitive strategy use and EFL reading achievement. Journal of Applied Psychology, 2(5), 121–130.
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37-59. https://doi.org/10125/66635