Research Article
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University students' metacognitive knowledge on reading technique and academic success

Year 2024, Volume: 6 Issue: 10, 169 - 190, 01.04.2024

Eny Syatriana Syatriana

Abstract

The goal of this study is to learn more about how college students take a look at Metacognitive knowledge on Reading Techniques (MARSI), a questionnaire intended to find out students' knowledge of reading technique when they are reading literary works. The most important question is what students believe about the role of problem-solving, global reading, and support reading strategies play in academic success. 141 individuals representing two universities took part in this study. The tool used to gather the data was described by the MARSI-R one's reflection. A survey of reading strategies was used to examine the students' metacognitive understanding of the global, problem-solving, and support reading strategies used in academic reading. The findings showed that the participants routinely employed academic reading strategies and were therefore conversant with them. While they used and were aware of problem- solving techniques the majority of the time, academic reading students used and understood reading techniques the least. They used problem-solving techniques frequently and were aware of them, but they used the fewest supporting techniques when reading academically. The research findings revealed that participants were aware of and frequently used academic reading strategies.

Keywords

Marsi Problem solving Awareness Metacognitive Reading strategies

References

  • Acar-Erdol, T., & Akin-Arikan, Ç. (2022). Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes. Social Psychology of Education, 25(2-3), 537-566.
  • Adaba, H. W. (2021). Metacognitive Reading Strategy Direct Instruction Effects on Students' Metacognitive Reading Strategy Awareness and Their Perceptions of Metacognitive Reading Strategy Instruction at Guder Secondary School Grade 11 in Oromia, Ethiopia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 3095-3104.
  • Algraini, F. N. (2022). The relationship between EFL students metacognitive reading strategies and emotional intelligence. International Journal of English Language and Literature Studies, 11(1), 42-56.
  • Ali, A. M., & Razali, A. B. (2019). A review of studies on cognitive and metacognitive reading strategies in teaching reading comprehension for ESL/EFL learners. English Language Teaching, 12(6), 94. https://doi.org/10.5539/elt.v12n6p94
  • Al-Kiyumi, O., Seyabi, F. A., & Hassan, A. H. (2021). An empirical study on the effect of instruction on metacognitive strategies on EFL reading comprehension: The case of foundation-level students in Oman. International Education Studies, 14(8), 30-42.
  • Ambarita, R., Kristiana, V., & Dewi, R. S. (2022). The effect of metacognitive strategy to improve reading ability of the students in Stie Alwashliyah Sibolga. Project (Professional Journal of English Education), 5(1), 195-199.
  • Andriani, E., & Mbato, C. L. (2021). Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies. Journal on English as a Foreign Language, 11(2), 275-296.
  • Anjomshoaa, L., Golestan, S., & Anjomshoaa, A. (2012). The influences of metacognitive awareness on reading comprehension in Iranian English undergraduate students in Kerman, Iran. International Journal of Applied Linguistics and English Literature, 1(6), 193-198.
  • Aşıkcan, M., & Saban, A. (2018). Prospective teachers’ metacognitive awareness levels of reading strategies. In Cypriot Journal of Educational Sciences (Vol. 13, Issue 1). www.cjes.eu
  • Aygün, H. E., & Tunçer, B. K. (2021). Investigation of the relationship between reading habits and metacognitive reading strategies of prospective teachers. International Journal of Psychology and Educational Studies, 8(4), 152-165.
  • Aziz, Z. A., & Nasir, C. (2019). Teaching & Literature ISSN. A Journal of Culture, 19(1). https://doi.org/10.24167/celt.v19i1
  • Bagci, H., & Unveren*, D. (2020). Investigation of the relationship between metacognitive awareness of reading strategies and self-efficacy perception in reading comprehension in mother tongue: Sample of 8th graders. International Journal of Educational Methodology, 6(1), 83–98. https://doi.org/10.12973/ijem.6.1.83
  • Babashamasi, P., Kotamjani, S. S., & Noordin, N. B. (2022). The effect of explicit training of metacognitive reading strategies on online reading comprehension. Arab World English Journal.
  • Babashamasi, P., Noordin, N. B., & Kotamjani, S. S. (2022). The effect of teaching metacognitive reading strategies on the critical thinking skills of undergraduate students. International Journal of Applied Linguistics and English Literature, 11(2), 65-71.
  • Bagri, G., & Dickinson, L. (2023). The role of metacognitive reading strategies and trait anxiety in critical thinking for a verbal reasoning task. Reading Psychology, 44(1), 75-94.
  • Berenji, S. (2021). Enhancing metacognitive scaffolding and comprehension ability through problem-based learning in an EFL context. Education Research International, 2021, 1-9.
  • Bozgun, K., & Can, F. (2023). The associations between metacognitive reading strategies and critical reading self-efficacy: mediation of reading motivation. International Journal on Social & Education Sciences (IJonSES), 5(1).
  • Bouali, A. (2022). Exploring the metacognitive reading strategy awareness in promoting students’ reading comprehension skills. Global Journal of Foreign Language Teaching, 12(4), 203-212
  • Bria, M. G., & Mbato, C. L. (2019). Metacognitive strategies of undergraduate and postgraduate students in reading. LLT Journal: A Journal on Language and Language Teaching, 22(2), 182–197. https://doi.org/10.24071/llt.v22i2.1779
  • Dardjito, H. (2019). Students’ metacognitive reading awareness and academic English reading comprehension in EFL context. International Journal of Instruction, 12(4), 611–624. https://doi.org/10.29333/iji.2019.12439a
  • Deliany, Z., & Cahyono, B. Y. (2020). Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender. Studies in English Language and Education, 7(2), 421–437. https://doi.org/10.24815/siele.v7i2.17026
  • Deliligka, A., & Calfoglou, C. (2022). Using poetry to foster Critical Thinking and Metacognition in a Primary School EFL context. Research Papers in Language Teaching and Learning, 12(1), 167-187.
  • Dewi, L. N. A., & Endarto, I. T. (2022). Metacognitive reading strategies and L2 reading achievements: A correlational study of EFL in Indonesia. Al-Lisan: Jurnal Bahasa (e-Journal), 7(2), 129-144.
  • Erenler, S., & Cetin, P. S. (2019). Utilizing argument-driven inquiry to develop pre-service teachers’ metacognitive awareness and writing skills. International Journal of Research in Education and Science, 5(2), 628–638.
  • Fitrisia, D., Tan, K. E., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30(1), 15-30.
  • Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. In Metacognition in Language Learning and Teaching. https://doi.org/10.4324/9781351049146
  • Hong-Nam, K., & Page, L. (2014). Investigating metacognitive awareness and reading strategy use of EFL Korean university students. Reading Psychology, 35(3), 195-220.
  • Kalita Nath, P. (2021). The effect of planned instruction on metacognitive awareness of reading strategies. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 194-221.
  • Khan, M. J., & Rasheed, S. (2019). Moderating role of learning strategies between meta-cognitive awareness and study habits among university students. Pakistan Journal of Psychological Research, 34(1), 215–231. https://doi.org/10.33824/PJPR.2019.34.1.12
  • Khellab, F., Demirel, Ö., & Mohammadzadeh, B. (2022). Effect of teaching metacognitive reading strategies on reading comprehension of engineering students. SAGE Open, 12(4), 21582440221138069.
  • Köse, N., & Günes, F. (2021). Undergraduate students' use of metacognitive strategies while reading and the relationship between strategy use and reading comprehension skills. Journal of Education and Learning, 10(2), 99-108.
  • Kung, L. Y., & Aziz, A. A. (2020). An action research on metacognitive reading strategies instruction to improve reading comprehension. International Journal of English Language and Literature Studies, 9(2), 86–94. https://doi.org/10.18488/journal.23.2020.92. 86.94
  • Larsari, V. N. Writing teaching: cognitive/metacognitive reading strategies, metacognitive awareness writing, writing apprehension In Focus.
  • Levchyk, I., Chaikovska, H., Mazur, O., & Zakordonets, N. (2022). The impact of metacognitive reading strategies on master students’ EFL reading proficiency and academic achievement. Acta Paedagogica Vilnensia, 48, 26-46
  • Little, T. D. (2013). Multiple-Group Models copyright. The Uilford Press. 209–245.
  • Loppies, H. J., & Lekatompessy, J. (2021). Developing L2 learners’ metacognitive strategies through reading group activities. HUELE: Journal of Applied Linguistics, Literature and Culture, 1(1), 33-40.
  • Lu, P., Schroeder, S., Burris, S., Rayfield, J., & Baker, M. (2022). The effectiveness of a metacognitive strategy during the reading process on cognitive allocation and subject matter retention. Journal of Agricultural Education, 63(2).
  • Mohd Ramli, N. F. (2021). ESL learners use learning management system features and metacognitive online reading strategies. Creative Practices in Language Learning and Teaching (CPLT), 9(1), 129-152.
  • Mokhtari, K., Dimitrov, D. M., & Reichard, C. A. (2018). Revising the metacognitive awareness of reading strategies inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, 8(2 Special Issue), 219–246. https://doi.org/10.14746/ssllt.2018.8.2.3
  • Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
  • Mustajab Ahmed, R. (2020a). Investigating EFL learners’ awareness of cognitive and metacognitive reading strategies of students in different disciplines. Arab World English Journal, 11(3), 294–304. https://doi.org/10.24093/awej/vol11no3.18
  • Nahar, J., & Mallik, S. (2022). Metacognitive awareness in the reading comprehension of literary texts: An experimental study based on metacognitive strategy. European Journal of English Language Teaching, 7(1).
  • Navarro, Z. I. T. (2021). Metacognitive strategies for reading comprehension in primary education students. Asian Journal of Education and Social Studies, 14(4), 34-46.
  • Razkane, H., & Diouny, S. (2022). Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners. International Journal of Multilingualism, 1-24.
  • Razkane, H., Sayeh, A. Y., Diouny, S., & Yeou, M. (2023). Eleventh-grade students use metacognitive reading strategies in Arabic (L1) and English (L3). International Journal of Instruction, 16(1), 573-588.
  • Rianto, A. (2022). Assessing metacognitive online reading strategy usage among EFL teachers in Indonesia. 3L: Southeast Asian Journal of English Language Studies, 28(3).
  • Sheikh, I., Ahmed Soomro, K., & Hussain, N. (2019). Reading Practices and Academic Attainments of University Students. Article Journal of Education and Educational Development Metacognitive Awareness of Reading Strategies, (Vol. 6, Issue 1).
  • Shehzad, M. W., Hussain, I., Akhtar, A., & Fatima, S. (2021). Self-Efficacy sources, reading self-efficacy, metacognitive reading strategies, and reading comprehension performance: A correlational study in Saudi EFL context. International Journal of Innovation in Teaching and Learning (IJITL), 7(2), 19- 35.
  • Siyaya, M. C. (2022). Information literacy and metacognitive abilities of teachers: Case of a South African Rural School. International Journal of Education and Literacy Studies, 10(1), 173. https://doi.org/10.7575/aiac.ijels.v.10n.1p.17 3
  • Sulistyawati, E. E., & Mbato, C. L. (2022). Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies. Journal on English as a Foreign Language, 12(1), 49-73.
  • Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S., O’Reilly, T., & Sabatini, J. (2023). Early academic success in college: Examining the contributions of reading literacy skills, metacognitive reading strategies, and reading motivation. Journal of College Reading and Learning, 53(1), 58- 87
  • Teng, F., & Reynolds, B. L. (2019). Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning. PLoS ONE, 14(5). https://doi.org/10.1371/journal.pone.021590 2
  • Teng, M. F., & Zhang, L. J. (2021). Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models. British Journal of Educational Psychology, 91(4), 1202–1230. https://doi.org/10.1111/bjep.12413
  • T Yaghi, E. (2021). The impact of metacognitive online reading strategies on the online reading disposition of Saudi EFL learners. Arab World English Journal (AWEJ) Special Issue on Covid, 19.
  • Villanueva, J. M. (2022). Language profile, metacognitive reading strategies, and reading comprehension performance among college students. Cogent Education, 9(1), 2061683.
  • Widiyasari, E., Mujib, M., Suherman, S., Komarudin, K., Anggoro, B. S., & Mardiyah, M. (2022). CORE teaching model based mnemonic technique impact students’ mathematical creative thinking ability and metacognitive awareness. AlphaMath : Journal of Mathematics Education, 8(1), 49. https://doi.org/10.30595/alphamath.v8i1.133 27
  • Wu, L., Valcke, M., & Van Keer, H. (2019). Factors associated with reading comprehension of secondary school students. Educational Sciences: Theory and Practice, 19(4), 34–47. https://doi.org/10.12738/estp.2019.4.003

University students' metacognitive knowledge on reading technique and academic success

Year 2024, Volume: 6 Issue: 10, 169 - 190, 01.04.2024

Eny Syatriana Syatriana

Abstract

The goal of this study is to learn more about how college students take a look at Metacognitive knowledge on Reading Techniques (MARSI), a questionnaire intended to find out students' knowledge of reading technique when they are reading literary works. The most important question is what students believe about the role of problem-solving, global reading, and support reading strategies play in academic success. 141 individuals representing two universities took part in this study. The tool used to gather the data was described by the MARSI-R one's reflection. A survey of reading strategies was used to examine the students' metacognitive understanding of the global, problem-solving, and support reading strategies used in academic reading. The findings showed that the participants routinely employed academic reading strategies and were therefore conversant with them. While they used and were aware of problem- solving techniques the majority of the time, academic reading students used and understood reading techniques the least. They used problem-solving techniques frequently and were aware of them, but they used the fewest supporting techniques when reading academically. The research findings revealed that participants were aware of and frequently used academic reading strategies.

Keywords

Marsi Metacognitive Awareness Probelm Solving

References

  • Acar-Erdol, T., & Akin-Arikan, Ç. (2022). Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes. Social Psychology of Education, 25(2-3), 537-566.
  • Adaba, H. W. (2021). Metacognitive Reading Strategy Direct Instruction Effects on Students' Metacognitive Reading Strategy Awareness and Their Perceptions of Metacognitive Reading Strategy Instruction at Guder Secondary School Grade 11 in Oromia, Ethiopia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 3095-3104.
  • Algraini, F. N. (2022). The relationship between EFL students metacognitive reading strategies and emotional intelligence. International Journal of English Language and Literature Studies, 11(1), 42-56.
  • Ali, A. M., & Razali, A. B. (2019). A review of studies on cognitive and metacognitive reading strategies in teaching reading comprehension for ESL/EFL learners. English Language Teaching, 12(6), 94. https://doi.org/10.5539/elt.v12n6p94
  • Al-Kiyumi, O., Seyabi, F. A., & Hassan, A. H. (2021). An empirical study on the effect of instruction on metacognitive strategies on EFL reading comprehension: The case of foundation-level students in Oman. International Education Studies, 14(8), 30-42.
  • Ambarita, R., Kristiana, V., & Dewi, R. S. (2022). The effect of metacognitive strategy to improve reading ability of the students in Stie Alwashliyah Sibolga. Project (Professional Journal of English Education), 5(1), 195-199.
  • Andriani, E., & Mbato, C. L. (2021). Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies. Journal on English as a Foreign Language, 11(2), 275-296.
  • Anjomshoaa, L., Golestan, S., & Anjomshoaa, A. (2012). The influences of metacognitive awareness on reading comprehension in Iranian English undergraduate students in Kerman, Iran. International Journal of Applied Linguistics and English Literature, 1(6), 193-198.
  • Aşıkcan, M., & Saban, A. (2018). Prospective teachers’ metacognitive awareness levels of reading strategies. In Cypriot Journal of Educational Sciences (Vol. 13, Issue 1). www.cjes.eu
  • Aygün, H. E., & Tunçer, B. K. (2021). Investigation of the relationship between reading habits and metacognitive reading strategies of prospective teachers. International Journal of Psychology and Educational Studies, 8(4), 152-165.
  • Aziz, Z. A., & Nasir, C. (2019). Teaching & Literature ISSN. A Journal of Culture, 19(1). https://doi.org/10.24167/celt.v19i1
  • Bagci, H., & Unveren*, D. (2020). Investigation of the relationship between metacognitive awareness of reading strategies and self-efficacy perception in reading comprehension in mother tongue: Sample of 8th graders. International Journal of Educational Methodology, 6(1), 83–98. https://doi.org/10.12973/ijem.6.1.83
  • Babashamasi, P., Kotamjani, S. S., & Noordin, N. B. (2022). The effect of explicit training of metacognitive reading strategies on online reading comprehension. Arab World English Journal.
  • Babashamasi, P., Noordin, N. B., & Kotamjani, S. S. (2022). The effect of teaching metacognitive reading strategies on the critical thinking skills of undergraduate students. International Journal of Applied Linguistics and English Literature, 11(2), 65-71.
  • Bagri, G., & Dickinson, L. (2023). The role of metacognitive reading strategies and trait anxiety in critical thinking for a verbal reasoning task. Reading Psychology, 44(1), 75-94.
  • Berenji, S. (2021). Enhancing metacognitive scaffolding and comprehension ability through problem-based learning in an EFL context. Education Research International, 2021, 1-9.
  • Bozgun, K., & Can, F. (2023). The associations between metacognitive reading strategies and critical reading self-efficacy: mediation of reading motivation. International Journal on Social & Education Sciences (IJonSES), 5(1).
  • Bouali, A. (2022). Exploring the metacognitive reading strategy awareness in promoting students’ reading comprehension skills. Global Journal of Foreign Language Teaching, 12(4), 203-212
  • Bria, M. G., & Mbato, C. L. (2019). Metacognitive strategies of undergraduate and postgraduate students in reading. LLT Journal: A Journal on Language and Language Teaching, 22(2), 182–197. https://doi.org/10.24071/llt.v22i2.1779
  • Dardjito, H. (2019). Students’ metacognitive reading awareness and academic English reading comprehension in EFL context. International Journal of Instruction, 12(4), 611–624. https://doi.org/10.29333/iji.2019.12439a
  • Deliany, Z., & Cahyono, B. Y. (2020). Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender. Studies in English Language and Education, 7(2), 421–437. https://doi.org/10.24815/siele.v7i2.17026
  • Deliligka, A., & Calfoglou, C. (2022). Using poetry to foster Critical Thinking and Metacognition in a Primary School EFL context. Research Papers in Language Teaching and Learning, 12(1), 167-187.
  • Dewi, L. N. A., & Endarto, I. T. (2022). Metacognitive reading strategies and L2 reading achievements: A correlational study of EFL in Indonesia. Al-Lisan: Jurnal Bahasa (e-Journal), 7(2), 129-144.
  • Erenler, S., & Cetin, P. S. (2019). Utilizing argument-driven inquiry to develop pre-service teachers’ metacognitive awareness and writing skills. International Journal of Research in Education and Science, 5(2), 628–638.
  • Fitrisia, D., Tan, K. E., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30(1), 15-30.
  • Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. In Metacognition in Language Learning and Teaching. https://doi.org/10.4324/9781351049146
  • Hong-Nam, K., & Page, L. (2014). Investigating metacognitive awareness and reading strategy use of EFL Korean university students. Reading Psychology, 35(3), 195-220.
  • Kalita Nath, P. (2021). The effect of planned instruction on metacognitive awareness of reading strategies. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 194-221.
  • Khan, M. J., & Rasheed, S. (2019). Moderating role of learning strategies between meta-cognitive awareness and study habits among university students. Pakistan Journal of Psychological Research, 34(1), 215–231. https://doi.org/10.33824/PJPR.2019.34.1.12
  • Khellab, F., Demirel, Ö., & Mohammadzadeh, B. (2022). Effect of teaching metacognitive reading strategies on reading comprehension of engineering students. SAGE Open, 12(4), 21582440221138069.
  • Köse, N., & Günes, F. (2021). Undergraduate students' use of metacognitive strategies while reading and the relationship between strategy use and reading comprehension skills. Journal of Education and Learning, 10(2), 99-108.
  • Kung, L. Y., & Aziz, A. A. (2020). An action research on metacognitive reading strategies instruction to improve reading comprehension. International Journal of English Language and Literature Studies, 9(2), 86–94. https://doi.org/10.18488/journal.23.2020.92. 86.94
  • Larsari, V. N. Writing teaching: cognitive/metacognitive reading strategies, metacognitive awareness writing, writing apprehension In Focus.
  • Levchyk, I., Chaikovska, H., Mazur, O., & Zakordonets, N. (2022). The impact of metacognitive reading strategies on master students’ EFL reading proficiency and academic achievement. Acta Paedagogica Vilnensia, 48, 26-46
  • Little, T. D. (2013). Multiple-Group Models copyright. The Uilford Press. 209–245.
  • Loppies, H. J., & Lekatompessy, J. (2021). Developing L2 learners’ metacognitive strategies through reading group activities. HUELE: Journal of Applied Linguistics, Literature and Culture, 1(1), 33-40.
  • Lu, P., Schroeder, S., Burris, S., Rayfield, J., & Baker, M. (2022). The effectiveness of a metacognitive strategy during the reading process on cognitive allocation and subject matter retention. Journal of Agricultural Education, 63(2).
  • Mohd Ramli, N. F. (2021). ESL learners use learning management system features and metacognitive online reading strategies. Creative Practices in Language Learning and Teaching (CPLT), 9(1), 129-152.
  • Mokhtari, K., Dimitrov, D. M., & Reichard, C. A. (2018). Revising the metacognitive awareness of reading strategies inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, 8(2 Special Issue), 219–246. https://doi.org/10.14746/ssllt.2018.8.2.3
  • Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
  • Mustajab Ahmed, R. (2020a). Investigating EFL learners’ awareness of cognitive and metacognitive reading strategies of students in different disciplines. Arab World English Journal, 11(3), 294–304. https://doi.org/10.24093/awej/vol11no3.18
  • Nahar, J., & Mallik, S. (2022). Metacognitive awareness in the reading comprehension of literary texts: An experimental study based on metacognitive strategy. European Journal of English Language Teaching, 7(1).
  • Navarro, Z. I. T. (2021). Metacognitive strategies for reading comprehension in primary education students. Asian Journal of Education and Social Studies, 14(4), 34-46.
  • Razkane, H., & Diouny, S. (2022). Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners. International Journal of Multilingualism, 1-24.
  • Razkane, H., Sayeh, A. Y., Diouny, S., & Yeou, M. (2023). Eleventh-grade students use metacognitive reading strategies in Arabic (L1) and English (L3). International Journal of Instruction, 16(1), 573-588.
  • Rianto, A. (2022). Assessing metacognitive online reading strategy usage among EFL teachers in Indonesia. 3L: Southeast Asian Journal of English Language Studies, 28(3).
  • Sheikh, I., Ahmed Soomro, K., & Hussain, N. (2019). Reading Practices and Academic Attainments of University Students. Article Journal of Education and Educational Development Metacognitive Awareness of Reading Strategies, (Vol. 6, Issue 1).
  • Shehzad, M. W., Hussain, I., Akhtar, A., & Fatima, S. (2021). Self-Efficacy sources, reading self-efficacy, metacognitive reading strategies, and reading comprehension performance: A correlational study in Saudi EFL context. International Journal of Innovation in Teaching and Learning (IJITL), 7(2), 19- 35.
  • Siyaya, M. C. (2022). Information literacy and metacognitive abilities of teachers: Case of a South African Rural School. International Journal of Education and Literacy Studies, 10(1), 173. https://doi.org/10.7575/aiac.ijels.v.10n.1p.17 3
  • Sulistyawati, E. E., & Mbato, C. L. (2022). Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies. Journal on English as a Foreign Language, 12(1), 49-73.
  • Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S., O’Reilly, T., & Sabatini, J. (2023). Early academic success in college: Examining the contributions of reading literacy skills, metacognitive reading strategies, and reading motivation. Journal of College Reading and Learning, 53(1), 58- 87
  • Teng, F., & Reynolds, B. L. (2019). Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning. PLoS ONE, 14(5). https://doi.org/10.1371/journal.pone.021590 2
  • Teng, M. F., & Zhang, L. J. (2021). Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models. British Journal of Educational Psychology, 91(4), 1202–1230. https://doi.org/10.1111/bjep.12413
  • T Yaghi, E. (2021). The impact of metacognitive online reading strategies on the online reading disposition of Saudi EFL learners. Arab World English Journal (AWEJ) Special Issue on Covid, 19.
  • Villanueva, J. M. (2022). Language profile, metacognitive reading strategies, and reading comprehension performance among college students. Cogent Education, 9(1), 2061683.
  • Widiyasari, E., Mujib, M., Suherman, S., Komarudin, K., Anggoro, B. S., & Mardiyah, M. (2022). CORE teaching model based mnemonic technique impact students’ mathematical creative thinking ability and metacognitive awareness. AlphaMath : Journal of Mathematics Education, 8(1), 49. https://doi.org/10.30595/alphamath.v8i1.133 27
  • Wu, L., Valcke, M., & Van Keer, H. (2019). Factors associated with reading comprehension of secondary school students. Educational Sciences: Theory and Practice, 19(4), 34–47. https://doi.org/10.12738/estp.2019.4.003
There are 57 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Eny Syatriana Syatriana 0000-0001-7358-8114

Publication Date April 1, 2024
Submission Date November 26, 2023
Acceptance Date February 22, 2024
Published in Issue Year 2024 Volume: 6 Issue: 10

Cite

APA Syatriana, E. S. (2024). University students’ metacognitive knowledge on reading technique and academic success. Uluslararası Sosyal Bilimler Ve Eğitim Dergisi, 6(10), 169-190.
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