Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition

This paper aims to show how a teacher and ESL learners can successfully engage in mutual regulation of strategy use as they co-construct meaning from the reading text. It focuses on the teacher’s effort at giving direct explanation of various learning strategies for reading, that is, it illustrat...

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Main Authors:	Bromeley Philip, Tan, Kim Hua
Format:	Article
Language:	English
Published:	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2006
Online Access:	http://journalarticle.ukm.my/1512/ http://journalarticle.ukm.my/1512/ http://journalarticle.ukm.my/1512/1/tankimhua.pdf

id	ukm-1512
recordtype	eprints
spelling	ukm-15122016-12-14T06:29:40Z http://journalarticle.ukm.my/1512/ Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition Bromeley Philip, Tan, Kim Hua This paper aims to show how a teacher and ESL learners can successfully engage in mutual regulation of strategy use as they co-construct meaning from the reading text. It focuses on the teacher’s effort at giving direct explanation of various learning strategies for reading, that is, it illustrates how learners are explicitly taught not only the various components of a learning strategy but also the rationales of the “how”, “when” and “where” to use that particular strategy. The study on co-regulation of strategy use adopts a qualitative approach to data collection and analysis. It was conducted via the implementation of a Metacognitive Strategy Instruction (MSI) for academic reading. The instruction session started with an explicit direct explanation of learning strategies that include macro strategies such as planning, comprehension monitoring, problem solving, evaluating and modifying. Subsequently, the learners were taught how to apply the strategies using a strategic processing framework called Self-regulated Learning Approach to Strategic Learning (SRSL) to construct meanings from the reading text. The qualitative account of the learners’ strategy use was elicited using a qualitative retrospective written recall protocol (RWP). The study found that both the High Proficient (HP) and Low-proficient (LP) learners benefited reasonably well from the experience of the MSI sessions. The learners reported on how the strategies helped facilitate their reading process. The key issue revealed in the study is that the MSI sessions have managed to at least prepare if not transform the learners into becoming metacognitively sophisticated readers Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2006 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/1512/1/tankimhua.pdf Bromeley Philip, and Tan, Kim Hua (2006) Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 1 (1). p. 27. ISSN 1823-884x http://www.ukm.my/e-bangi/
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This paper aims to show how a teacher and ESL learners can successfully engage in mutual regulation of strategy use as they co-construct meaning from the reading text. It focuses on the teacher’s effort at giving direct explanation of various learning strategies for reading, that is, it illustrates how learners are explicitly taught not only the various components of a learning strategy but also the rationales of the “how”, “when” and “where” to use that particular strategy. The study on co-regulation of strategy use adopts a qualitative approach to data collection and analysis. It was conducted via the implementation of a Metacognitive Strategy Instruction (MSI) for academic reading. The instruction session started with an explicit direct explanation of learning strategies that include macro strategies such as planning, comprehension monitoring, problem solving, evaluating and modifying. Subsequently, the learners were taught how to apply the strategies using a strategic processing framework called Self-regulated Learning Approach to Strategic Learning (SRSL) to construct meanings from the reading text. The qualitative account of the learners’ strategy use was elicited using a qualitative retrospective written recall protocol (RWP). The study found that both the High Proficient (HP) and Low-proficient (LP) learners benefited reasonably well from the experience of the MSI sessions. The learners reported on how the strategies helped facilitate their reading process. The key issue revealed in the study is that the MSI sessions have managed to at least prepare if not transform the learners into becoming metacognitively sophisticated readers
format	Article
author	Bromeley Philip, Tan, Kim Hua
spellingShingle	Bromeley Philip, Tan, Kim Hua Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition
author_facet	Bromeley Philip, Tan, Kim Hua
author_sort	Bromeley Philip,
title	Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition
title_short	Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition
title_full	Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition
title_fullStr	Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition
title_full_unstemmed	Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition
title_sort	metacognitive strategy instruction (msi) for reading: co-regulation of cognition
publisher	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia
publishDate	2006
url	http://journalarticle.ukm.my/1512/ http://journalarticle.ukm.my/1512/ http://journalarticle.ukm.my/1512/1/tankimhua.pdf
first_indexed	2023-09-18T19:33:33Z
last_indexed	2023-09-18T19:33:33Z
_version_	1777405120680558592

Metacognitive strategy instruction (MSI) for reading: Co-regulation of cognition

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