Metacognitive reading strategies and the text type
Shokouhi, Hossein and Jamali, Razieh 2013, Metacognitive reading strategies and the text type. In Baleghizadeh, Sasan and Zahedi, Keivan (ed), Handbook of current research on teaching English language skills, Shahid Beheshti University, Tehran, Iran, pp.128-141.
This study purported to see the effect of text type on metacognitive reading strategy use. To this end, the Metacognitive Awareness of Reading Strategies Inventory (MARSI) test was used to assess the use of metacognitive strategies and examine the effect of text type (expository and narrative) on these strategies. It also sought to determine to what degree gender, proficiency and motivation could affect the use of this strategy. Results showed that text type is effective in the learners’ choice of the strategies. Students reading expository text significantly used more metacognitive reading strategies than those reading narrative texts. It was also seen that more proficient students used the strategies more than less proficient ones. Moreover, there was a linear relationship between motivation and metacognitive reading strategies. However, gender had no significant effect on the use of metacognitive strategies.
Field of Research
200403 Discourse and Pragmatics
Socio Economic Objective
970101 Expanding Knowledge in the Mathematical Sciences
HERDC Research category
B2 Book chapter in non-commercially published book
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