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Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context

The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students' reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies hav...

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Main Authors: Mansoor Ahmed, Channa, Zaimuariffudin, S. Nordin, Insaf A., Simming, Ghulam S., Buriro
Format: E-Article
Language:English
Published: Russsian Psychological Society 2017
Subjects:
L Education (General)
Online Access:http://ir.unimas.my/id/eprint/17848/1/Lenses%20on%20metacognition%20%28abstrqact%29.pdf
http://ir.unimas.my/id/eprint/17848/
https://www.researchgate.net/publication/316406904
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spelling my.unimas.ir.178482017-10-03T01:14:03Z http://ir.unimas.my/id/eprint/17848/ Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context Mansoor Ahmed, Channa Zaimuariffudin, S. Nordin Insaf A., Simming Ghulam S., Buriro L Education (General) The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students' reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies have been conducted at the undergraduate level. This study has attempted to initiate strategies to assist first-year engineering students in developing their reading abilities within a Pakistani context. The primary objective of this research was to identify what strategies first-year engineering students use in developing their reading at Quaid-e-Awam University of engineering science and technology in Pakistan. This study used qualitative instruments that included semi-structured interviews with teachers and classroom observations during read-aloud sessions. The data were organized through NVivo version 8 for obtaining nodes, codes, and main themes for interpreting the results. The results of this study demonstrated that teachers should use metacognitive strategies for developing students' reading abilities. Findings also revealed that reading strategies, such as text scanning, guesses from contextual clues, drawing on prior knowledge, and using a dictionary, are the most important strategies to use for developing the reading skills and comprehension of engineering students. This study has suggested metacognitive strategies be used for promoting students' reading abilities and that teachers should design and develop more courses using these strategies to enhance the reading and listening skills of engineering students. © Lomonosov Moscow State University, 2017. Russsian Psychological Society 2017 E-Article PeerReviewed text en http://ir.unimas.my/id/eprint/17848/1/Lenses%20on%20metacognition%20%28abstrqact%29.pdf Mansoor Ahmed, Channa and Zaimuariffudin, S. Nordin and Insaf A., Simming and Ghulam S., Buriro (2017) Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context. Psychology in Russia: State of the Art, 10 (1). pp. 34-48. ISSN 20746857 https://www.researchgate.net/publication/316406904 DOI: 10.11621/pir.2017.0103
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Mansoor Ahmed, Channa
Zaimuariffudin, S. Nordin
Insaf A., Simming
Ghulam S., Buriro
Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context
description The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students' reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies have been conducted at the undergraduate level. This study has attempted to initiate strategies to assist first-year engineering students in developing their reading abilities within a Pakistani context. The primary objective of this research was to identify what strategies first-year engineering students use in developing their reading at Quaid-e-Awam University of engineering science and technology in Pakistan. This study used qualitative instruments that included semi-structured interviews with teachers and classroom observations during read-aloud sessions. The data were organized through NVivo version 8 for obtaining nodes, codes, and main themes for interpreting the results. The results of this study demonstrated that teachers should use metacognitive strategies for developing students' reading abilities. Findings also revealed that reading strategies, such as text scanning, guesses from contextual clues, drawing on prior knowledge, and using a dictionary, are the most important strategies to use for developing the reading skills and comprehension of engineering students. This study has suggested metacognitive strategies be used for promoting students' reading abilities and that teachers should design and develop more courses using these strategies to enhance the reading and listening skills of engineering students. © Lomonosov Moscow State University, 2017.
format E-Article
author Mansoor Ahmed, Channa
Zaimuariffudin, S. Nordin
Insaf A., Simming
Ghulam S., Buriro
author_facet Mansoor Ahmed, Channa
Zaimuariffudin, S. Nordin
Insaf A., Simming
Ghulam S., Buriro
author_sort Mansoor Ahmed, Channa
title Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context
title_short Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context
title_full Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context
title_fullStr Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context
title_full_unstemmed Lenses on metacognition: Teachers' perceptions toward strategies in reading in a Pakistani context
title_sort lenses on metacognition: teachers' perceptions toward strategies in reading in a pakistani context
publisher Russsian Psychological Society
publishDate 2017
url http://ir.unimas.my/id/eprint/17848/1/Lenses%20on%20metacognition%20%28abstrqact%29.pdf
http://ir.unimas.my/id/eprint/17848/
https://www.researchgate.net/publication/316406904
_version_ 1644512723625574400
score 13.211869

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