scholarly journals The Application of Metacognitive Note-taking Skills in Reading Lessons to EFL College Students

2020 ◽  
Vol 3 (1) ◽  
pp. 30-49
Author(s):  
Mi Pham Kieu Phan
Keyword(s):  
College Students ◽  
Reading Strategy ◽  
Strategy Use ◽  
Academic Learning ◽  
Control Group ◽  
Note Taking ◽  
Structured Interviews ◽  
Self Regulated Learning ◽  
School Time ◽  
Efl College Students

Metacognition has been considered as a key element for successful self-regulated learning. However, it seemed foreign to EFL college students. The present study examined students’ changes in metacognitive strategy use in the two conditions: one condition with the intervention of metacognitive note-taking skills (MNT) and one with the conventional teaching approach. Fifty-four students were randomly assigned to an experimental group (n=27) and a control group (n=27). Each group separately took part in a seven-session instruction outside school time, and then took a pretest and a posttest measuring their awareness level of reading strategy use. Nineteen out of the experimental participants individually attended semi-structured interviews, exploring their perceptions of the effect of MNT use while reading. The tests’ results demonstrated that there were significant differences in their recognition of reading strategy use in both conditions. The qualitative findings reported on positive perceptions of the MNT application during reading sessions. Also, the participants showed some difficulties in the application of MNT. This study potentially provides an effective and innovative educational tool to enhance students’ academic learning and their lifelong learning as well.

scholarly journals Influence of L1 Metacognitive Reading Strategies on L2 Academic Reading of Chinese College Students

2018 ◽  
Vol 9 (5) ◽  
pp. 147-155
Author(s):  
Yuan Xin ◽  
Fauziah Bt Ismail ◽  
Azian Bt Abd Aziz@Ahmad
Keyword(s):  
College Students ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
L2 Reading ◽  
Chinese College Students ◽  
Academic Reading ◽  
Factors Influencing ◽  
L2 Learners ◽  
L1 And L2

Abstract With the fast increasing number of second language (L2) learners in universities, the ability to read L2 academic texts has become one of the most important skills that L2 college students need to acquire. However, L2 learners still face various problems and difficulties in their L2 reading and past literature suggests that reading strategies have proven to be effective in enhancing L2 reading. Therefore, it is of great significance to examine the factors influencing L2 reading strategies use. Among factors influencing L2 reading strategy use, L1 reading strategies have been identified as a significant influence. However, few studies in this regard have looked into college students in mainland China which has a large number of L2 learners. This study aimed to seek the connection between first language (L1) and L2 metacognitive reading strategies by comparing and contrasting mainland China college students’ metacognitive strategy patterns in their L1 and L2 academic reading. The study also explored factors influencing Chinese college students’ L2 reading strategy use. The study conducted a survey on reading strategies (SORS), think aloud protocol (TAP) and stimulated recall interviews (SRI) to explore the research issues. The study found that Chinese college students employed strategies on a more frequent basis in their L2 academic reading as compared to their L1 academic reading. Two factors, namely, limited L2 proficiency (LLP) and test-oriented reading approach (TORA) were identified as the major factors influencing the L2 metacognitive strategy patterns of Chinese college students. The present study adds to the existing knowledge on the relationship between L1 and L2 reading strategy patterns for Chinese college students and examines factors shaping their L2 reading strategy use. This study assists English language teachers to identify factors influencing Chinese college students’ reading strategies patterns while taking into consideration of the factors influencing their L2 strategy use.

ADHD and SCT Symptomatology in Relation to College Students’ Use of Self-Regulated Learning Strategies

2017 ◽  
Vol 23 (14) ◽  
pp. 1719-1728 ◽  
Author(s):  
Christopher R. Shelton ◽  
William E. Addison ◽  
Cynthia M. Hartung
Keyword(s):  
College Students ◽  
Rating Scale ◽  
Self Regulation ◽  
Strategy Use ◽  
Sluggish Cognitive Tempo ◽  
Future Research ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Strategies

Objective: The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. Method: Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated Strategies for Learning Questionnaire (MSLQ). Results: Among college students, inattention symptomatology was consistently predictive of deficits in use of value, expectancy, and self-regulation strategies, while SCT symptomatology was only predictive of deficits in the use of self-regulation strategies. Conclusion: This study is the first to examine the relation between SCT symptomatology and SRL strategy use in college students. The findings revealed that SRL strategy use differs between college students exhibiting ADHD or SCT symptomatology. Remediation focusing on these deficits would likely increase academic achievement. Clinical implications, limitations, and suggestions for future research are discussed.

Self-Regulated Learning Interventions in the Introductory Accounting Course: An Empirical Study

2013 ◽  
Vol 28 (3) ◽  
pp. 435-460 ◽  
Author(s):  
Lana L. Becker
Keyword(s):  
Treatment Group ◽  
Positive Impact ◽  
Academic Learning ◽  
Control Group ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Class Time ◽  
Introductory Accounting ◽  
Regulated Learning ◽  
Learning Interventions

ABSTRACT: Self-regulated learning skills have been shown to have a positive impact on achievement in the academic setting, enabling graduates to become lifelong learners in professional settings. Although the importance of lifelong learning skills is well articulated in the accounting education literature, this study is the first to address concerns that class time devoted to developing such skills might impair students' acquisition of content knowledge. This study uses a quasi-experimental design within the context of the introductory accounting course. The treatment group received self-regulated learning interventions designed by the researcher and based on Zimmerman's model of the academic learning cycle. Results of this study were obtained using multiple regressions and suggest that students' acquisition of technical knowledge, as measured by conventional exam scores, was not compromised when class time was allocated between self-regulated learning interventions and content instruction. Although benefits of the treatment were not immediate, the treatment group outperformed the control group in terms of scores on exams administered near the end of the course. This study found no evidence of a “ceiling effect” but does provide limited support for the “Matthew effect,” whereby higher ability students often reap the greatest benefit from interventions.

scholarly journals Impact of Intensive Reading Strategy on English for Specific Purposes College Students' in Developing Vocabulary

2019 ◽  
Author(s):  
Edhah Numan Khazaal
Keyword(s):  
College Students ◽  
Positive Impact ◽  
Arabic Language ◽  
Reading Strategy ◽  
English For Specific Purposes ◽  
Control Group ◽  
Political Sciences ◽  
Intensive Reading ◽  
The Impact ◽  
Experimental Group

The study aims to find out the impact of intensive reading strategy on English for specific purposes college students' in developing vocabulary. To achieve the aim of the study, 40 ESP College students were randomly chosen from the college of political sciences at A-Nahrain University in Iraq, the participants were in the second grade during the academic year 2017-2018. Two groups were enrolled in this experiment, 20 ESP students in the experimental group and the same number in the control group. To determine if the intensive reading strategy had an impact on ESP student's in developing vocabulary, a pre-posttest was administered for both groups. The control group was treated by the traditional way of teaching vocabulary through translating the words in Arabic language and memorizing them with the help of the teacher, while the experimental group was treated by using intensive reading strategy for about ten weeks. The chosen texts were taken from (New Head way Pre-intermediate student's book). Fill in the blank exercises had been chosen in the pre-posttest which consist of 50 items for each, the test was administered by the researcher. Based on the findings of this research, it was found that the new strategy has a positive impact on ESP College students' in mastering vocabulary that was proven from the improvement of students’ mean score from pretest to posttest. Based on the results gained; it is recommended that intensive reading strategy can play a great role in mastering vocabulary.

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