Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners

We report an investigation on the relationship between metacognitive awareness of reading strategies and comprehension monitoring of language learners in English as a foreign language context. Participants were thirty first year university students majoring in electronics. They completed a questionn...

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Autores:: Khonamri, Fatemeh
Mahmoudi Kojidi, Elahe

Tipo de recurso:: Article of journal

Fecha de publicación:: 2011

Institución:: Universidad Nacional de Colombia

Repositorio:: Universidad Nacional de Colombia

Idioma:: spa

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dc.title.spa.fl_str_mv	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
title	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
spellingShingle	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners TESOL EFL Comprehension monitoring metacognitive awareness proficient readers reading comprehension reading strategies.
title_short	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
title_full	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
title_fullStr	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
title_full_unstemmed	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
title_sort	Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
dc.creator.fl_str_mv	Khonamri, Fatemeh Mahmoudi Kojidi, Elahe
dc.contributor.author.spa.fl_str_mv	Khonamri, Fatemeh Mahmoudi Kojidi, Elahe
dc.subject.proposal.spa.fl_str_mv	TESOL EFL Comprehension monitoring metacognitive awareness proficient readers reading comprehension reading strategies.
topic	TESOL EFL Comprehension monitoring metacognitive awareness proficient readers reading comprehension reading strategies.
description	We report an investigation on the relationship between metacognitive awareness of reading strategies and comprehension monitoring of language learners in English as a foreign language context. Participants were thirty first year university students majoring in electronics. They completed a questionnaire aimed at discerning the strategies that readers use when coping with academic reading tasks. Participants were then divided into six groups according to their reading proficiency and metacognitive awareness. Think-aloud protocol analysis, error detection and retrospective questions were used to examine the comprehension monitoring of readers. The data were analysed through descriptive statistical procedures as well as t-tests. The results indicated the combined effect of metacognitive awareness of reading strategies and reading ability of academic reading texts on language learners’ comprehension monitoring. Reportamos una investigación sobre la relación entre la conciencia metacognitiva de las estrategias de lectura y el monitoreo de la comprensión de estudiantes de idiomas en un contexto de inglés como idioma extranjero. Los participantes fueron treinta estudiantes universitarios de electrónica de primer año. Ellos respondieron un cuestionario por medio del cual se podían identificar las estrategias que los lectores usan cuando se enfrentan a actividades de lectura académica. Los participantes fueron divididos en seis grupos, según su competencia lectora y su conciencia metacognitiva. Para examinar el monitoreo de la comprensión de los lectores se emplearon el análisis de protocolo de estimulación del recuerdo, la detección de errores y preguntas retrospectivas. Se analizó la información a través de la descripción de procedimientos estadísticos así como t-tests. Los resultados indicaron los efectos combinados de la conciencia metacognitiva respecto a las estrategias de lectura y la habilidad lectora de textos académicas en el monitoreo de la comprensión de estudiantes de lenguas.
publishDate	2011
dc.date.issued.spa.fl_str_mv	2011
dc.date.accessioned.spa.fl_str_mv	2019-06-28T01:57:05Z
dc.date.available.spa.fl_str_mv	2019-06-28T01:57:05Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.ispartof.spa.fl_str_mv	Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv	Khonamri, Fatemeh and Mahmoudi Kojidi, Elahe (2011) Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal Vol.13 No. 2: Issues in Teachers' Professional Development; 99-111 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal .
dc.rights.spa.fl_str_mv	Derechos reservados - Universidad Nacional de Colombia
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dc.rights.license.spa.fl_str_mv	Atribución-NoComercial 4.0 Internacional
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dc.publisher.spa.fl_str_mv	Universidad Nacional de Colombia, Facultad de Ciencias Humanas
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spelling	Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Khonamri, Fatemehb7fcefa6-f69b-4339-aba9-2a88c8eaa60f300Mahmoudi Kojidi, Elaheb7fad4f6-4fc6-4c51-9505-a3f7676121653002019-06-28T01:57:05Z2019-06-28T01:57:05Z2011https://repositorio.unal.edu.co/handle/unal/37721http://bdigital.unal.edu.co/27805/http://bdigital.unal.edu.co/27805/2/We report an investigation on the relationship between metacognitive awareness of reading strategies and comprehension monitoring of language learners in English as a foreign language context. Participants were thirty first year university students majoring in electronics. They completed a questionnaire aimed at discerning the strategies that readers use when coping with academic reading tasks. Participants were then divided into six groups according to their reading proficiency and metacognitive awareness. Think-aloud protocol analysis, error detection and retrospective questions were used to examine the comprehension monitoring of readers. The data were analysed through descriptive statistical procedures as well as t-tests. The results indicated the combined effect of metacognitive awareness of reading strategies and reading ability of academic reading texts on language learners’ comprehension monitoring. Reportamos una investigación sobre la relación entre la conciencia metacognitiva de las estrategias de lectura y el monitoreo de la comprensión de estudiantes de idiomas en un contexto de inglés como idioma extranjero. Los participantes fueron treinta estudiantes universitarios de electrónica de primer año. Ellos respondieron un cuestionario por medio del cual se podían identificar las estrategias que los lectores usan cuando se enfrentan a actividades de lectura académica. Los participantes fueron divididos en seis grupos, según su competencia lectora y su conciencia metacognitiva. Para examinar el monitoreo de la comprensión de los lectores se emplearon el análisis de protocolo de estimulación del recuerdo, la detección de errores y preguntas retrospectivas. Se analizó la información a través de la descripción de procedimientos estadísticos así como t-tests. Los resultados indicaron los efectos combinados de la conciencia metacognitiva respecto a las estrategias de lectura y la habilidad lectora de textos académicas en el monitoreo de la comprensión de estudiantes de lenguas.application/pdfspaUniversidad Nacional de Colombia, Facultad de Ciencias Humanashttp://revistas.unal.edu.co/index.php/profile/article/view/25698Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentKhonamri, Fatemeh and Mahmoudi Kojidi, Elahe (2011) Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal Vol.13 No. 2: Issues in Teachers' Professional Development; 99-111 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal .Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learnersArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTTESOLEFLComprehension monitoringmetacognitive awarenessproficient readersreading comprehensionreading strategies.ORIGINAL25698-90145-1-PB.pdfapplication/pdf149174https://repositorio.unal.edu.co/bitstream/unal/37721/1/25698-90145-1-PB.pdf8f261cf407a75901192e053325c3d297MD51THUMBNAIL25698-90145-1-PB.pdf.jpg25698-90145-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7593https://repositorio.unal.edu.co/bitstream/unal/37721/2/25698-90145-1-PB.pdf.jpg80c0e5bd1d9fed65b6b0e1afe012c0e9MD52unal/37721oai:repositorio.unal.edu.co:unal/377212024-01-12 23:05:54.182Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co

Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners

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