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Metacognitive Awareness and Comprehension Monitoring in Reading Ability of Iranian EFL Learners
Monitoreo de la conciencia metacognitiva y de la comprensión en la habilidad lectora de estudiantes iraníes de inglés como lengua extranjera
Keywords:
Comprehension monitoring, metacognitive awareness, proficient readers, reading comprehension, reading strategies (en)Comprensión lectora, comprensión monitoreada, conciencia metacognitiva, estrategias de lectura, lectores competentes (es)
We report an investigation on the relationship between metacognitive awareness of reading strategies and comprehension monitoring of language learners in English as a foreign language context. Participants were thirty first year university students majoring in electronics. They completed a questionnaire aimed at discerning the strategies that readers use when coping with academic reading tasks. Participants were then divided into six groups according to their reading proficiency and metacognitive awareness. Think-aloud protocol analysis, error detection and retrospective questions were used to examine the comprehension monitoring of readers. The data were analysed through descriptive statistical procedures as well as t-tests. The results indicated the combined effect of metacognitive awareness of reading strategies and reading ability of academic reading texts on language learners' comprehension monitoring.
Reportamos una investigación sobre la relación entre la conciencia metacognitiva de las estrategias de lectura y el monitoreo de la comprensión de estudiantes de inglés como idioma extranjero. Treinta estudiantes universitarios de electrónica de primer año respondieron un cuestionario para identificar las estrategias que los lectores usan cuando se enfrentan a actividades de lectura académica. Para examinar el monitoreo de la comprensión de los lectores se emplearon el análisis de protocolo de estimulación del recuerdo, la detección de errores y preguntas retrospectivas. Se analizó la información a través de la descripción de procedimientos estadísticos así como t-tests. Los resultados indicaron los efectos combinados de la conciencia metacognitiva respecto a las estrategias de lectura y la habilidad lectora de textos académicas en el monitoreo de la comprensión de estudiantes de lenguas.
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Copyright (c) 2011 Fatemeh Khonamri, Elahe Mahmoudi Kojidi
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