Metacognitive Reading Strategies of English Lesson at Indonesian Civil Aviation Polytechnic

Autor/inn/en	Rochmawati, Laila; Fatmawati; Sukma, Meita Maharani
Titel	Metacognitive Reading Strategies of English Lesson at Indonesian Civil Aviation Polytechnic
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.583-600 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Reading Strategies; Aviation Education; Metacognition; English for Special Purposes; Second Language Learning; Second Language Instruction; Learning Motivation; Outcomes of Education; Student Attitudes; Online Courses; Learning Experience; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Schülerverhalten; Online course; Online-Kurs; Lernerfahrung; Ausland; Indonesien
Abstract	This study examines reading strategies and learning motivation on learning outcomes, analyzing key achievements and constraints in enhancing the reading experience and learning motivation, and determine Aviation English reading strategies. Quantitative and qualitative methods were both used in these survey methods to gather data from 188 respondents. The data needed for research questions contained three sections of 60 question items for quantitative research, while the qualitative method applied live interviews with eleven cadet participants. The participants completed the survey by accessing the survey through an online site on the date specified for each selected class. The sample was selected from the Aviation English language-learning classes based on the population with an online learning experience with Survey of Reading Strategies (SORS) and the English Reading Motivation Questionnaire (ERMQ). This study's output shows that the metacognitive reading strategy requires adequate knowledge in its implementation because it depends on self-regulatory competence. The results also showed that the extrinsic motivation of the cadets is more dominant than the intrinsic motivation. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11