Research has showed a positive relationship between metacognitive knowledge and success in reading comprehension. Thus, it is important to be aware of metacognitive strategy use in reading comprehension. This study was intended to explore metacognitive strategies in reading academic texts among more and less proficient English university student readers. To this end, 75 English as a foreign language (EFL) students (including 45 more proficient and 30 less proficient students), who were selected nonrandomly from two  universities, participated in this mixed-methods study. To collect data, the Survey of Reading Strategies and the Test of English as Foreign Language were administered to them. Also, to elicit how they utilize the metacognitive strategies, five more proficient and five less proficient EFL readers were asked to undertake think-aloud tasks. Results of quantitative (t-tests) and qualitative data analysis showed that there were significant differences between the metacognitive strategies used by more and less proficient readers. More proficient readers reported using the strategies at a high frequency level overall, but less proficient readers reported using them at a moderate frequency level. More proficient readers preferred to use problem-solving strategies followed by global strategies, whereas less proficient ones preferred to use problem solving strategies followed by support strategies. In addition, the results of think-aloud indicated that the more and less proficient readers’ methods of employing metacognitive strategies differed, to some extent, from each other in quality of use. The findings provide implications for low proficiency EFL readers who intend to improve their reading comprehension and learning autonomy. 


Article Title [Persian]

بررسی راهکارهای فراشناختی در خواندن متون دانشگاهی در بین دانشجویان زبان انگلیسی با مهارت خواندن بیشتر و کمتر

Authors [Persian]

  • علی روحانی
  • راحله سبزعلی
  • عزیز الله میرزایی

Abstract [Persian]

تحقیقات رابطه‌ی مثبتی را بین دانش فراشناختی و موفقیت در درک مطلب نشان داده‌اند. بنابراین مهم است که از به کاربردن راهکارهای فراشناختی در درک مطلب آگاه باشیم. هدف از این مطالعه بررسی راهکارهای فراشناختی در متون دانشگاهی در میان دانشجویان با مهارت خواندن بیشتر و دانشجویان با مهارت خواندن کم تر بود. به این منظور 75 دانشجوی زبان انگلیسی (شامل 45 دانشجوی با مهارت خواندن بیشتر و 30 دانشجو با مهارت کمتر) به صورت غیرتصادفی از دو دانشگاه انتخاب شدند و در این تحقیق با روش ترکیبی شرکت کردند. به منظور جمع آوری داده‌ها، از نظرسنجی راهکارهای خواندن و آزمون انگلیسی به عنوان زبان خارجی استفاده شد. همچنین به منظور کسب اطلاعات از چگونگی استفاده از راهکارهای فراشناختی، 5 دانشجو با مهارت خواندن بیشتر و 5 دانشجو با مهارت خواندن کمتر در فعالیت های بلند اندیشی شرکت کردند. نتایج تحلیل داده‌های کمی و کیفی، نشان داد که بین خوانندگان با مهارت بیشتر و مهارت کمتر در استفاده از راهکارهای فراشناختی تفاوت معناداری وجود داشت. خوانندگان با مهارت بیشتر، فراوانی استفاده از تمامی راهکارها را درسطح بالا گزارش دادند. در حالی که خوانندگان با مهارت کم تر، فراوانی استفاده از تمامی راهکارها را درسطح متوسط گزارش دادند. دانشجویان با مهارت بیشتر تمایل داشتند که به ترتیب از راهکار حل مسئله و راهکار فراگیر استفاده کنند؛ در حالی‌که دانشجویان با مهارت کمتر تمایل داشتند که به ترتیب از راهکارهای حل مسئله و راهکار حمایتی استفاده کنند. افزون‌بر‌این، بر اساس نتایج فعالیت های بلند‌اندیشی، روش‌های استفاده از راهکارهای فراشناختی از نظر کیفی، تا حدودی در بین دو گروه خواننده متفاوت بود. نتایج این تحقیق، دستاوردهایی برای فراگیران زبان انگلیسی با سطح مهارت خواندن کم که خواهان پیشرفت در درک مطلب واستقلال در یادگیری هستند، در بر دارد.

Keywords [Persian]

  • درک مطلب
  • فراگیران زبان انگلیسی
  • راهکارهای فراشناختی

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