The Relationship between Secondary School Students' Use of Metacognitive Reading Strategies and their Reading Achievement

G/hiwot, Elfinesh Berhe; G/Micheal, Alamirew G/Mariam

doi:10.30479/jmrels.2024.20377.2380

Document Type : Research Paper

Authors

¹ Arba Minch University

² Foreign Language and Literature, Humanity Language Studies, Addis Ababa University, Addis Ababa, Ethiopia

https://doi.org/10.30479/jmrels.2024.20377.2380

Abstract

This study aimed to investigate how the reading abilities of ninth-grade Ethiopian students were related to their use of metacognitive reading strategies. A mixed-methods design was employed, incorporating data-gathering instruments such as the reading comprehension part of Test of English as a Foreign Language (TOEFL), the Metacognitive Reading Strategies Inventory (MARSI), and semi-structured interviews. One hundred and fifty students (68 men and 82 women) took part in the reading test and filled out the questionnaire. Among them, six students were interviewed. The findings indicated a significant relationship between the utilization of metacognitive reading strategies by ninth-grade Ethiopian students and their reading proficiency, displaying a moderate level of correlation. The utilization of global and problem-solving reading strategies by students showed a significant correlation with their reading performance, whereas no correlation was detected between students’ use of reading support strategies and their reading performance. Regarding strategy preferences, the research revealed that high and medium achievers predominantly employed problem-solving strategies, followed by global and support strategies. On the other hand, low-achieving students used global reading strategies relatively more frequently, followed by support and problem-solving strategies. The qualitative data also corroborated the quantitative findings, revealing that high achievers demonstrated a more advanced understanding of metacognitive reading strategies, particularly problem-solving and global strategies, than did low and medium achievers. Similarly, medium achievers showed a better understanding of these strategies than low achievers.

Keywords

References

Abiy, Y. (2005). Effects of teacher mediation on student conception and approaches to reading [Unpublished doctoral dissertation]. Addis Ababa University.

Alderson, J. C., Haapakangas, E.-L., Huhta, A., Nieminen, L., & Ullakonoja, R. (2015). The diagnosis of reading in a second or foreign language. Routledge.

Amlaku, B. Eshetie (2013). Language policies and the role of English in Ethiopia. 23^rd Annual Conference IATEFL/BESIG, 1–15.

Asalefew, M. (2018). The relationship between metacognitive reading strategy awareness and reading comprehension among freshman EFL students, Ethiopia. Journal of English Language and Literature, 10(3), 1043-1050.

Belilew, M. (2015). The relationship between reading strategy use and reading comprehension among Ethiopian EFL learners. International Journal on Studies in English Language and Literature, 3(9), 34–41.

Berhane, G., & Mishra, I. D. (2019). Foreign languages in Ethiopia: History and current status. International Journal of Research and Analytical Reviews (IJRAR), 6(1), 1431–1439.

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4^th ed.). Pearson Education.

Cohen, D. A (2011). Second language learner strategy. In H. Eli (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 681–698). Routledge

Cook, V. (2013). Second language learning and language teaching (4^th ed.). Hodder Education.

Eskey, D. (2005). Reading in a second language. In H. Eli (ed.), Handbook of research in second language teaching and learning (pp. 563-580). Lawrence Erlbaum Associates.

Fitsum, D. (2020). The practice of teaching reading comprehension in primary schools: The case of five selected words of Wolaita Zone grade five are in focus. International Journal of Current Research and Academic Review, 8(12), 57-67. https://doi.org/10.20546/ijcrar.2020.812.005

Flavell, H, J. (1979). Metacognition and cognitive monitoring a new area of cognitive—developmental inquiry. American Psychologist 34(10), 906–911. https://doi.org/0003-066X/79/3410-0906$00.75

Gascoigne, C. (2008). Independent second language reading as an interdependent process. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 67–84). Multilingual matters.

Grabe, W. (2002). Dilemmas for the development of second language reading. In J. C. Richards & W.A. Renandya (Eds.), Methodology in language teaching an anthology of current practice (pp. 276-286). Cambridge University Press.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.

Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2^nded.). Longman/Pearson.

Graesser, D., S. (2007). An introduction to strategic reading comprehension. In D. S. McNamara (ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 3–26). Lawrence Erlbaum Associates.

Harimurti, K. F., Basthomi, Y., & Zen, E. L. (2023). EFL students’ preferences on metacognitive reading strategies within an extensive reading program. Journal on English as a Foreign Language, 13(1), 171–194. https://doi.org/10.23971/jefl.v13i1.5640

Hsiao, T.-Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: a confirmatory factor analysis. The Modern Language Journal, 86(3), 368–383.

Li, F. (2010). A study of English reading strategies used by senior middle school students. Asian Social Science, 6(10), 184-192. https://doi.org/10.5539/ass.v6n10p184

Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill Publishers.

Manh Do, H., & Le Thu Phan, H. (2021). Metacognitive awareness of reading strategies on second language Vietnamese undergraduates. Arab World English Journal, 12(1), 90–112. https://doi.org/10.24093/awej/vol12no1.7

Ministry of Education (1994). Education and training policy. St. George Printing Press.

Ministry of Education (2018). Ethiopian education development roadmap: An integrated executive summary (2018-30).

Ministry of Education. (2008). English language syllabus for grade 9 and 10. St. George Printing Press.

Ministry of Education (2017). English for Ethiopia teacher guide grade 1 book 1. St. George Printing Press.

Ministry of education national educational assessment and examinations agency (NEAEA) (2020). Ethiopian sixth national learning assessment of grades four and eight students.

Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.2

Motuma, H. (2019). An analysis of reading strategies used by Ethiopian higher education students: Evidence from Ambo University, Oromia, Ethiopia. IJOHMN (International Journal Online of Humanities), 5(5), 85–118. https://doi.org/10.24113/ijohmn.v5i5.142

Muijs, D. (2004). Doing quantitative research in education with SPSS. Sage Publications.

Musema, A. & Geremew, L. (2023). The relation between reading strategy use and reading performance among students. Development of education, 6(2), 50–56. https://doi.org/10.31483/r-105300

Nyikos, M., & Oxford, R. (1993). A factor analytic study of language-learning Strategy use: Interpretations from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11–22.

Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition and Learning, 1(1), 99–113. https://doi.org/10.1007/s11409-006-7263-7

Rakhshan, A., & Fathi, S. (2023). Collaborative assessment in reading Class: Skill development and students’ reliance reduction. Journal of Modern Research in English Language Studies, 10(2). https://doi.org/10.30479/jmrels.2022.17447.2089

Samuel, L. & Tamiru, G. (2020). Language policy in Ethiopia: challenges and opportunities in current trends of Afaan Oromoo. Arabic Language, Literature & Culture, 5(1), 1-8. https://doi.org/10.11648/j.allc.20200501.11

Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449. https://doi.org/10.1016/S0346-251X(01)00039-2

Yenus, N. (2017). Pedagogical practices in teaching reading comprehension: A case study of three EFL teachers in a secondary school in Ethiopia. PASAA, 54(1), 108–140. https://doi.org/10.58837/CHULA.PASAA.54.1.5

Zadina, J. N., Smilkstein, R., Daiek, D. B., & Anter, N. M. (2014). College reading: The science and strategies of expert readers. Wadsworth Cengage Learning.

Zahra, K., Rad, N., & Valeh, J. (2022). ELT students’ perceptions and attitudes about the online listening courses during the Covid-19 period. Journal of Modern Research in English Language Studies, 10(1), 119–141. https://doi.org/10.30479/jmrels.2022.17575.2099

Zeleke, T., & Zeleke, A. (2022). An investigation into the correlation between students’ metacognitive reading strategy use and reading performance in English. Arba Minch University Journal of Culture and Language Studies, 1(2), 1–16. https://doi.org/10.59122/1347368

The Relationship between Secondary School Students' Use of Metacognitive Reading Strategies and their Reading Achievement

References

References

Volume 12, Issue 2April 2025Pages 99-119

Volume 12, Issue 2
April 2025
Pages 99-119