Text difficulty effect on metacognitive reading strategy use among EFL learners

Reading is one of the most integral academic skills in learning a foreign language. According to Anderson (2003), it is the interaction of four factors: the reader, the text, fluent reading and strategic reading. A large number of studies have indeed recognized the importance of the metacognitive re...

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Main Authors:	Jafarigohar, Manoochehr, Khanjani, Amin
Format:	Article
Language:	English
Published:	Penerbit UKM 2014
Online Access:	http://journalarticle.ukm.my/7194/ http://journalarticle.ukm.my/7194/ http://journalarticle.ukm.my/7194/1/4850-16450-1-PB.pdf

id	ukm-7194
recordtype	eprints
spelling	ukm-71942016-12-14T06:43:21Z http://journalarticle.ukm.my/7194/ Text difficulty effect on metacognitive reading strategy use among EFL learners Jafarigohar, Manoochehr Khanjani, Amin Reading is one of the most integral academic skills in learning a foreign language. According to Anderson (2003), it is the interaction of four factors: the reader, the text, fluent reading and strategic reading. A large number of studies have indeed recognized the importance of the metacognitive reading strategies (MRSs) and text difficulty in reading comprehension. However, the effect of text difficulty on the learners' MRSs use has not been paid due attention in the literature. Accordingly, this study, employing a within-subject design, investigated the effects of text difficulty on MRSs use. Sixty Iranian intermediate EFL learners from two private institutes were asked to answer the Metacognitive Awareness of Reading Strategies Inventory questionnaire (Mokhtari & Reichard, 2002) at three different times, focusing on pre-intermediate (KET), intermediate (PET), and upper intermediate (FCE) texts. To get a better picture of the EFL learners' MRSs, an oral interview was also carried out on 10 participants. The results of the statistical analyses showed that text difficulty had significant effect on metacognitive reading strategy use with problem-solving strategies being affected most. The interview data revealed that the participants in this study benefited from various MRSs such as planning, summarizing and translating especially when the text was difficult. The implications of the study concern foreign language teaching, teacher training and curriculum design with regard to the selection of appropriate reading materials and methodology for EFL learners. Moreover, EFL instructors need to consider the difficulty level of reading materials so as to trigger the learners’ metacognitive reading strategy use. Penerbit UKM 2014-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7194/1/4850-16450-1-PB.pdf Jafarigohar, Manoochehr and Khanjani, Amin (2014) Text difficulty effect on metacognitive reading strategy use among EFL learners. GEMA: Online Journal of Language Studies, 14 (2). pp. 47-57. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Reading is one of the most integral academic skills in learning a foreign language. According to Anderson (2003), it is the interaction of four factors: the reader, the text, fluent reading and strategic reading. A large number of studies have indeed recognized the importance of the metacognitive reading strategies (MRSs) and text difficulty in reading comprehension. However, the effect of text difficulty on the learners' MRSs use has not been paid due attention in the literature. Accordingly, this study, employing a within-subject design, investigated the effects of text difficulty on MRSs use. Sixty Iranian intermediate EFL learners from two private institutes were asked to answer the Metacognitive Awareness of Reading Strategies Inventory questionnaire (Mokhtari & Reichard, 2002) at three different times, focusing on pre-intermediate (KET), intermediate (PET), and upper intermediate (FCE) texts. To get a better picture of the EFL learners' MRSs, an oral interview was also carried out on 10 participants. The results of the statistical analyses showed that text difficulty had significant effect on metacognitive reading strategy use with problem-solving strategies being affected most. The interview data revealed that the participants in this study benefited from various MRSs such as planning, summarizing and translating especially when the text was difficult. The implications of the study concern foreign language teaching, teacher training and curriculum design with regard to the selection of appropriate reading materials and methodology for EFL learners. Moreover, EFL instructors need to consider the difficulty level of reading materials so as to trigger the learners’ metacognitive reading strategy use.
format	Article
author	Jafarigohar, Manoochehr Khanjani, Amin
spellingShingle	Jafarigohar, Manoochehr Khanjani, Amin Text difficulty effect on metacognitive reading strategy use among EFL learners
author_facet	Jafarigohar, Manoochehr Khanjani, Amin
author_sort	Jafarigohar, Manoochehr
title	Text difficulty effect on metacognitive reading strategy use among EFL learners
title_short	Text difficulty effect on metacognitive reading strategy use among EFL learners
title_full	Text difficulty effect on metacognitive reading strategy use among EFL learners
title_fullStr	Text difficulty effect on metacognitive reading strategy use among EFL learners
title_full_unstemmed	Text difficulty effect on metacognitive reading strategy use among EFL learners
title_sort	text difficulty effect on metacognitive reading strategy use among efl learners
publisher	Penerbit UKM
publishDate	2014
url	http://journalarticle.ukm.my/7194/ http://journalarticle.ukm.my/7194/ http://journalarticle.ukm.my/7194/1/4850-16450-1-PB.pdf
first_indexed	2023-09-18T19:49:02Z
last_indexed	2023-09-18T19:49:02Z
_version_	1777406094585364480

Text difficulty effect on metacognitive reading strategy use among EFL learners

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