Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus

Autor/inn/en	Nilforoushan, Somayeh; Rashtchi, Mojgan; Abbasian, Gholam-Reza
Titel	Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus
Quelle	In: SAGE Open, 13 (2023) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rashtchi, Mojgan) ORCID (Abbasian, Gholam-Reza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440231164567
Schlagwörter	Reading Strategies; Metacognition; English (Second Language); Second Language Learning; Reading Comprehension; Foreign Countries; College Students; Reading Materials; Indo European Languages; Reading Ability; Iran + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Ausland; Collegestudent; Indoeuropäisch; Reading competence; Lesekompetenz
Abstract	This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying TEFL were selected according to their performance on the Oxford Placement Test. A Persian Reading Comprehension Placement Test, Reading Section of PET, and English and Persian Perceived Reading Strategy Questionnaires were administered. One hundred thirty-three students were selected and divided into two groups based on the Persian Reading Comprehension Placement Test scores. Those who achieved above the mean score were classified as high readers and others as low readers. After administering the questionnaires and conducting think-aloud, the data were analyzed through chi-square, MANOVA, and theme-based analysis. The findings revealed that the realizations of global reading strategies regarding frequency and type were not different in Iranian EFL learners' perceived metacognitive reading strategies. The findings also indicated a significant difference between the frequency and type of problem-solving reading strategies. The results confirmed that learners used the same global and problem-solving strategies in reading narrative and expository text types, while the pattern of using support-reading strategies was different. The most frequent support reading strategies used in expository text were paraphrasing, circling the information, and reading aloud while summarizing and asking questions were the most frequent support reading strategies used in narrative text. The theoretical and pedagogical implications of the study were finally pointed out. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01