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Metacognitive reading strategies and the text type

chapter
posted on 2013-01-01, 00:00 authored by Hossein Shokouhi, R Jamali
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.

History

Title of book

Handbook of current research on teaching English language skills

Chapter number

9

Pagination

128 - 141

Publisher

Shahid Beheshti University

Place of publication

Tehran, Iran

ISBN-13

9789644572463

Language

eng

Publication classification

B2 Book chapter in non-commercially published book

Copyright notice

2013, Shahid Beheshti University

Extent

19

Editor/Contributor(s)

S Baleghizadeh, K Zahedi

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