Making Connections: A Metacognitive Teaching Strategy in Enhancing Students’ Reading Comprehension

Louise Mariz Antoinette G. Nobles(1), Ruth Ortega-Dela Cruz(2*),

(1) University of Perpetual Help System
(2) University of the Philippines Los Baños
(*) Corresponding Author

Abstract


Reading comprehension skill is crucial for success beyond academic endeavor. However, even academic success can never be possible when a student does not understand the importance of developing good reading comprehension. Using one-group pretest–posttest research design, the study explored the effect of making connections as a metacognitive teaching strategy to enhance the students’ reading comprehension. Purposively selected college students were given assessments and intervention. Based on the data gathered from the pretest and posttest, findings revealed that application of metacognitive teaching strategy, making connections has a positive effect on enhancing the students’ level of reading comprehension as indicated by an increase from average to very high level. The six levels of reading comprehension which were the literal, inferential, appreciative, critique, and evaluative also showed improvement. Results of the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that students were unconsciously using Global reading, Problem-solving, and Support reading strategies. Focus group discussion revealed factors that affect the reading comprehension such as interest, teaching styles, and language. The study suggested the important role that educators play in maximizing the benefits of making connections and making use of any other metacognitive strategy towards developing higher level of comprehension leading to academic success.


Keywords


college students; English language; education; making connections; metacognitive teaching strategy; reading comprehension

Full Text:

PDF

References


Adedipe, T. H., & Ofodu, G. O. (2011). Assessing ESL students' awareness and application of metacognitive strategies in comprehending academic materials. Journal of Emerging Trends in Educational Research and Policy Studies, 2(5), 343-346.

Cabasan, H. C. (2011). The reading comprehension levels of freshman education students: A reading program design. International Journal of Arts & Sciences, 4(18), 357.

Correia, M. G., & Bleicher, R. E. (2008). Making connections to teach reflection. Michigan Journal of Community Service Learning, 14(2), 41-49.

Cranmer, G. A. (2017). One-group pretest-posttest design. In The SAGE Encyclopedia of Communication Research Methods. edited by M Allen, SAGE Publications, Inc, Thousand Oaks, CA, pp, 1125-1126.

Daggett, W. R., & Hasselbring, T. S. (2007). What we know about adolescent reading. International Center for Leadership in Education, 1-11.

Ebrahimi, S., & Javanbakht, Z. O. (2015). The effect of topic interest on Iranian EFL learners’ reading comprehension ability. Journal of Applied Linguistics and Language Research, 2(6), 80-86.

Gruenbaum, E. A. (2012). Common literacy struggles with college students: Using the reciprocal teaching technique. Journal of College Reading and Learning, 42(2), 109-116.

Hartman, H. J. (2001). Developing students’ metacognitive knowledge and skills. In Metacognition in learning and instruction (pp. 33-68). Springer, Dordrecht.

Hains, B. J., & Smith, B. (2012). Student-centered course design: Empowering students to become self-directed learners. Journal of Experiential Education, 35(2), 357-374.

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers.

Ismail, N. M., & Tawalbeh, T. E. I. (2015). Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving EFL Readers. International Education Studies, 8(1), 71-87.

Jobs for the Future. (2005). Education and skills for the 21st century: An agenda for action.

Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning disabilities research & practice, 29(1), 10-16.

Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language learning, 57, 1-44.

Magogwe, J. M. (2013). Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies. Reading & Writing-Journal of the Reading Association of South Africa, 4(1), 1-8.

McKown, B. A., & Barnett, C. L. (2007). Improving Reading Comprehension through Higher-Order Thinking Skills. Online Submission.

Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117-129.

Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The effect of learners’ motivation on their reading comprehension skill: A literature review. International journal of research in English education, 2(3), 10-21.

Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of educational psychology, 94(2), 249.

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of developmental education, 25(3), 2-11.

Morrison, V., & Wlodarczyk, L. (2009). Revisiting read‐aloud: Instructional strategies that encourage students' engagement with texts. The Reading Teacher, 63(2), 110-118.

Nergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes, 12(1), 1-9.

Pammu, A., Amir, Z., & Maasum, T. N. R. T. M. (2014). Metacognitive reading strategies of less proficient tertiary learners: A case study of EFL learners at a public university in Makassar, Indonesia. Procedia-Social and Behavioral Sciences, 118, 357-364.

Pei, L. (2014). Does metacognitive strategy instruction indeed improve Chinese EFL learners' reading comprehension performance and metacognitive awareness? Journal of Language Teaching and Research, 5(5), 1147.

Ramadhan, S. (2018). The Influence of Metacognitive Strategy on Students’ Reading Achievement (Doctoral dissertation, UIN Ar-Raniry Banda Aceh).

Taboada Barber, A., Buehl, M. M., Kidd, J. K., Sturtevant, E. G., Richey Nuland, L., & Beck, J. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31-85.

Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. Reading, 14(2), 314-336.

Thiede, K. W., Griffin, T. D., Wiley, J., & Anderson, M. C. (2010). Poor metacomprehension accuracy as a result of inappropriate cue use. Discourse Processes, 47(4), 331-362.

Unsworth, N., & McMillan, B. D. (2013). Mind wandering and reading comprehension: Examining the roles of working memory capacity, interest, motivation, and topic experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(3), 832.

Wineburg, S. (2006). A sobering big idea. Phi Delta Kappan, 87(5), 401.

Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1).




DOI: https://doi.org/10.31327/jee.v5i1.1209

Article Metrics

Abstract view : 515 times
PDF - 174 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Ruth Ortega-Dela Cruz

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.