ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal

This study investigated the metacognitive awareness and online reading strategies employed by Form Four ESL learners' of a secondary school in relation to language proficiency. Specifically, it examined the types and frequency of reading strategies used by the high and low language proficiency...

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Main Author:	Mohd Kamal, Nursyazwani
Format:	Student Project
Language:	English
Published:	Faculty of Education 2010
Online Access:	http://ir.uitm.edu.my/id/eprint/17205/ http://ir.uitm.edu.my/id/eprint/17205/2/PPb_NURSYAZWANI%20MOHD%20KAMAL%20ED%2010_5.pdf

id	uitm-17205
recordtype	eprints
spelling	uitm-172052019-11-15T02:12:37Z http://ir.uitm.edu.my/id/eprint/17205/ ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal Mohd Kamal, Nursyazwani This study investigated the metacognitive awareness and online reading strategies employed by Form Four ESL learners' of a secondary school in relation to language proficiency. Specifically, it examined the types and frequency of reading strategies used by the high and low language proficiency students and the differences between them. Additionally, the study attempted to find out the relationship between the ESL learners' overall language proficiency performance and their frequency of use of the overall and three sub-categories of reading strategies, namely global, problem-solving and support strategies. The research design was a cross-sectional survey research which used the Anderson (2003) Online Survey of Reading Strategies (OSORS). The independent variable was the language proficiency of the ESL learners and the dependent variable was the metacognitive awareness of the ESL learners measured in terms of their ratings of the three sub-categories of reading strategies. Data obtained from the questionnaire were analyzed using One-way ANOVA, independent sample t-test and Pearson's Product Moment Correlation Coefficient. The findings of the study revealed that the high language proficiency students were moderate reading strategy users. High language proficiency students used the global, problem-solving, and support strategies with somewhat similar moderate frequency. However, the low proficiency students used the problem-solving and support strategies with higher frequency than the global strategies. High proficiency students used overall, global and problem solving strategies more frequently than the low proficiency students. However, support strategies were used with somewhat similar frequency by both high proficiency and low proficiency students. Moreover, there was a positive significant relationship between the ESL learners' overall language proficiency performance and their frequency of use of global and problem solving strategies. However, there was a negative significant relationship between the ESL learners' overall language proficiency performance and their frequency of use in support strategies. Pedagogical implications are offered along with suggestions for further research. Faculty of Education 2010 Student Project NonPeerReviewed text en http://ir.uitm.edu.my/id/eprint/17205/2/PPb_NURSYAZWANI%20MOHD%20KAMAL%20ED%2010_5.pdf Mohd Kamal, Nursyazwani (2010) ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal. [Student Project] (Unpublished)
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
description	This study investigated the metacognitive awareness and online reading strategies employed by Form Four ESL learners' of a secondary school in relation to language proficiency. Specifically, it examined the types and frequency of reading strategies used by the high and low language proficiency students and the differences between them. Additionally, the study attempted to find out the relationship between the ESL learners' overall language proficiency performance and their frequency of use of the overall and three sub-categories of reading strategies, namely global, problem-solving and support strategies. The research design was a cross-sectional survey research which used the Anderson (2003) Online Survey of Reading Strategies (OSORS). The independent variable was the language proficiency of the ESL learners and the dependent variable was the metacognitive awareness of the ESL learners measured in terms of their ratings of the three sub-categories of reading strategies. Data obtained from the questionnaire were analyzed using One-way ANOVA, independent sample t-test and Pearson's Product Moment Correlation Coefficient. The findings of the study revealed that the high language proficiency students were moderate reading strategy users. High language proficiency students used the global, problem-solving, and support strategies with somewhat similar moderate frequency. However, the low proficiency students used the problem-solving and support strategies with higher frequency than the global strategies. High proficiency students used overall, global and problem solving strategies more frequently than the low proficiency students. However, support strategies were used with somewhat similar frequency by both high proficiency and low proficiency students. Moreover, there was a positive significant relationship between the ESL learners' overall language proficiency performance and their frequency of use of global and problem solving strategies. However, there was a negative significant relationship between the ESL learners' overall language proficiency performance and their frequency of use in support strategies. Pedagogical implications are offered along with suggestions for further research.
format	Student Project
author	Mohd Kamal, Nursyazwani
spellingShingle	Mohd Kamal, Nursyazwani ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal
author_facet	Mohd Kamal, Nursyazwani
author_sort	Mohd Kamal, Nursyazwani
title	ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal
title_short	ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal
title_full	ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal
title_fullStr	ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal
title_full_unstemmed	ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal
title_sort	esl learners' use of online metacognitive reading strategies: an exploratory study / nursyazwani mohd kamal
publisher	Faculty of Education
publishDate	2010
url	http://ir.uitm.edu.my/id/eprint/17205/ http://ir.uitm.edu.my/id/eprint/17205/2/PPb_NURSYAZWANI%20MOHD%20KAMAL%20ED%2010_5.pdf
first_indexed	2023-09-18T22:57:47Z
last_indexed	2023-09-18T22:57:47Z
_version_	1777417969879482368

ESL learners' use of online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal

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