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    Wyświetlanie 1-5 z 5
    Tytuł:
    Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance
    Autorzy:
    Mokhtari, Kouider
    Dimitrov, Dimiter M.
    Reichard, Carla A.
    Powiązania:
    https://bibliotekanauki.pl/articles/780595.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    metacognition
    reading comprehension
    metacognitive awareness
    reading strategies
    Opis:
    In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 219-246
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model
    Autorzy:
    Rahman, Saemah
    Md Hassan, Nurulhuda
    Powiązania:
    https://bibliotekanauki.pl/articles/1997724.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    problem solving
    metacognitive awareness
    mathematics achievement
    structural equation modelling
    Opis:
    This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness.
    Źródło:
    The New Educational Review; 2017, 49; 201-212
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness
    Autorzy:
    Wang, Lanxi
    MacIntyre, Peter
    Powiązania:
    https://bibliotekanauki.pl/articles/2051528.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language listening comprehension
    listening anxiety
    listening enjoyment
    listening metacognitive awareness
    Opis:
    Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 491-515
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An Investigation into Metacognitive Awareness Level: a Comparative Study of Iranian and Lithuanian University Students
    Autorzy:
    Masoodi, Marjan
    Powiązania:
    https://bibliotekanauki.pl/articles/1968208.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    metacognitive awareness
    knowledge of cognition
    regulation of cognition
    students’ beliefs
    university studies
    Opis:
    The presented article reports on an empirical and comparative study that aimed at investigating the overall level of metacognitive awareness of Iranian and Lithuanian university students, as well as its weakest and strongest sub-components and related metacognitive awareness inventory (MAI) items. To obtain a detailed measure of the levels of metacognitive awareness of the two groups, with a total sample size of 755, Schraw and Dennison’s (1994) MAI was used. Data comparisons show that Lithuanian university students have a medium level of metacognitive awareness, while a low level has been detected in Iranian students. Upon examining the subcomponents of the knowledge of cognition component, the mean score obtained for declarative knowledge was found to be highest in both groups. Although in the Iranian group the lowest mean score was related to conditional knowledge, in the Lithuanian group it was procedural knowledge. Considering the regulation of cognition component, the highest mean score was obtained in the planning subcomponent in the Iranian students and in the evaluation subcomponent in the Lithuanian students, while the lowest mean score was obtained in the monitoring subcomponent in the Iranian students and in the debugging subcomponent in the students. The results of this study may contribute to improving the quality of teaching and learning.
    Źródło:
    The New Educational Review; 2019, 56; 148-160
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategic reading: Towards a better understanding of its role in L2/FL learning and teaching contexts
    Autorzy:
    Chodkiewicz, Halina
    Powiązania:
    https://bibliotekanauki.pl/articles/606119.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    L2 reading, strategic text processing, reading strategy, reading to learn, metacognitive awareness
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Evolving approaches to the conceptualization of reading have created conducive grounds for rethinking the role of strategic reading in second/foreign language contexts. However, despite a wide recognition of the effectiveness of strategic reading, such critical issues as strategy identification, modelling reading strategy taxonomies, and their implications for establishing principles for actual classroom practice are still being  debated on. This article intends to look more closely at current insights into the strategy dimension of the reading process, which, according to the current author, play an enlightening role in defining the utility of reading strategies in helping second/foreign language learners reach their goals in reading and through reading. Hence, the article mainly focuses on promoting text comprehension, language and reading skills improvement, and content learning from text. The author articulates the need for a better understanding of how the potential effects of strategic text processing can be addressed in L2 reading practice.
    L'article contient uniquement les résumés en anglais.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2019, 43, 3
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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