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Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu

Reading is an essential skill for ESL learners and many researchers in this area believe that it involves activities such as understanding ideas, identifying information, monitoring comprehension and evaluating the reading text. Metacognitive reading strategies which refers to thinking about the rea...

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Main Author: Wang, Lu
Format: Thesis
Published: 2015
Subjects:
P Philology. Linguistics
PE English
Online Access:http://studentsrepo.um.edu.my/6007/1/dissertation_for_submission%2D_WANG_LU.pdf
http://studentsrepo.um.edu.my/6007/
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spelling my.um.stud.60072015-11-20T08:56:14Z Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu Wang, Lu P Philology. Linguistics PE English Reading is an essential skill for ESL learners and many researchers in this area believe that it involves activities such as understanding ideas, identifying information, monitoring comprehension and evaluating the reading text. Metacognitive reading strategies which refers to thinking about the reading process, planning for reading, monitoring the reading task and evaluating how one has learned has been proven by researchers to be significant to ESL/EFL reading. This study aimed to identify the metacognitive reading strategies employed by a group of ESL undergraduate students when reading English texts. Apart from that, this study also examined the relationship between students‟ metacognitive reading strategies and their cognitive style of Field Dependent/Independent. A quantitative research design was conducted to collect data from 150 undergraduate first year students. CSFT (Cognitive Style Figure Test) was used to classify students into FI and FD group and SORS (Survey of Reading Strategies) was used to identify their metacognitive reading strategies. Interview with 6 students was also carried out to confirm and support the quantitative findings. The results indicated that the subjects were aware of their metacognitive strategies and use the strategies at a high-frequency level according to the established strategy usage criteria (Oxford and Burry-stock, 1995). In addition, statistically significant difference was found between FI and FD students regarding their use of Global Reading Strategies and Support Reading Strategies, hence, the use of students‟ metacognitive reading strategies was affected by their different FI/FD cognitive styles. Pedagogical implications of these findings were discussed in relation to metacognitive reading strategies instruction. 2015 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/6007/1/dissertation_for_submission%2D_WANG_LU.pdf Wang, Lu (2015) Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu. Masters thesis, University of Malaya. http://studentsrepo.um.edu.my/6007/
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Student Repository
url_provider http://studentsrepo.um.edu.my/
topic P Philology. Linguistics
PE English
spellingShingle P Philology. Linguistics
PE English
Wang, Lu
Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu
description Reading is an essential skill for ESL learners and many researchers in this area believe that it involves activities such as understanding ideas, identifying information, monitoring comprehension and evaluating the reading text. Metacognitive reading strategies which refers to thinking about the reading process, planning for reading, monitoring the reading task and evaluating how one has learned has been proven by researchers to be significant to ESL/EFL reading. This study aimed to identify the metacognitive reading strategies employed by a group of ESL undergraduate students when reading English texts. Apart from that, this study also examined the relationship between students‟ metacognitive reading strategies and their cognitive style of Field Dependent/Independent. A quantitative research design was conducted to collect data from 150 undergraduate first year students. CSFT (Cognitive Style Figure Test) was used to classify students into FI and FD group and SORS (Survey of Reading Strategies) was used to identify their metacognitive reading strategies. Interview with 6 students was also carried out to confirm and support the quantitative findings. The results indicated that the subjects were aware of their metacognitive strategies and use the strategies at a high-frequency level according to the established strategy usage criteria (Oxford and Burry-stock, 1995). In addition, statistically significant difference was found between FI and FD students regarding their use of Global Reading Strategies and Support Reading Strategies, hence, the use of students‟ metacognitive reading strategies was affected by their different FI/FD cognitive styles. Pedagogical implications of these findings were discussed in relation to metacognitive reading strategies instruction.
format Thesis
author Wang, Lu
author_facet Wang, Lu
author_sort Wang, Lu
title Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu
title_short Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu
title_full Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu
title_fullStr Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu
title_full_unstemmed Metacognitive reading strategies of ESL learners with different field independent/field dependent cognitive styles / Wang Lu
title_sort metacognitive reading strategies of esl learners with different field independent/field dependent cognitive styles / wang lu
publishDate 2015
url http://studentsrepo.um.edu.my/6007/1/dissertation_for_submission%2D_WANG_LU.pdf
http://studentsrepo.um.edu.my/6007/
_version_ 1738505861910757376
score 13.211869

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