Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System

Autor/inn/en	Reshadi-Gajan, Elnaz; Assadi, Nader; Davatgari Asl, Hanieh
Titel	Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System
Quelle	In: Journal of Educational Computing Research, 58 (2020) 7, S.1342-1371 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reshadi-Gajan, Elnaz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120937437
Schlagwörter	Reading Strategies; Metacognition; Reciprocal Teaching; Reading Comprehension; College Students; English (Second Language); Language Tests; Second Language Learning; Protocol Analysis; Computer Assisted Instruction; Instructional Effectiveness; Foreign Countries; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Ausland
Abstract	The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and validated to satisfy the needs of this study in measuring and practicing Reading Metacognitive Strategies. It also tried to explore any possible effects of Computerized RMSA System on reading comprehension of the participants. To this end, a sample of 25 university students majoring in English Translation and English Literature from a University in Iran were selected based on purposive and clustered sampling. The research data were selected using a number of instruments including the reading section of Test of English as a Foreign Language as pre/posttest, a researcher-made Reading Metacognitive Strategies questionnaire, think-aloud protocol and a Computerized RMSA System. The research findings show that the questionnaire, think-aloud and Computerized RMSA System results vary significantly. Moreover, Computerized RMSA System has a positive effect on reading comprehension of learners of English as a Foreign Language. Pedagogical implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01