Metacognitive reading strategies and the text type
chapter
posted on 2013-01-01, 00:00authored byHossein 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