Academic English Reading for International College Students: The Role of Metacognitive Reading Strategies

Autor/inn/en	Iwai, Yuko; Filce, Hollie; Ramp, Ellen
Titel	Academic English Reading for International College Students: The Role of Metacognitive Reading Strategies
Quelle	In: Research in the Schools, 18 (2011) 2, S.75-88 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Grade Point Average; English (Second Language); Language Proficiency; Undergraduate Students; Reading Strategies; Metacognition; Academic Achievement; Scores; Correlation; Foreign Students; Reading Skills; Questionnaires + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Korrelation; Reading skill; Lesefertigkeit; Fragebogen
Abstract	In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language Institute [ELI]), intermediate (undergraduate students), and advanced readers (graduate students). When analyzing the scores of 98 students, no positive correlations were revealed between the students' academic performance and their scores on the SORS. However, ELI students self-reported the most frequent use of metacognitive reading strategies, compared to undergraduate and graduate students. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10