| Titre : |
The effectiveness of using the metacognitive reading strategies by algerian efl learners : The case of second year lmd students at the university of “frères mentouri”, constantine 1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Soumia Ouchefoune, Auteur ; Ouided Arab, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2018 |
| Importance : |
81 f. |
| Format : |
30 cm. |
| Note générale : |
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Effectiveness,Metacognitive Reading,Learners |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study aimed to investigate the effectiveness of using the Metacognitive Reading
Strategies (MRSs) in Reading Comprehension (RC) by second-year LMD students at the
Department of English, University of Brothers Mentouri/Constantine 1. In this research, we
explored whether (1) EFL students were aware of using the three MRSs of planning,
monitoring, and evaluating in their reading activities, (2) what MRSs they frequently used
when reading for academic purposes; (3) the extent to which the explicit instructions on using
MRSs can enhance their RC. For data collection, the Metacognitive Awareness of Reading
Strategy Inventory (MARSI, Mokhtari & Reichard, 2002) was adopted. Then, an experiment
was conducted under the pre-test and post-test design. The questionnaire analysis indicated
that the participants were aware of using the MRSs when engaged in school-related reading
materials and they tended to use all the three groups of the MRSs at moderate levels. The
results of the RC tests indicated that there were no statistically significant differences in the
two groups’ reading performance in the pre-test phase. After one week of instruction on
MRSs, the performance of the experimental group was measured through a RC test. The
results showed that there were statistically significant differences between the control and the
experimental groups. Besides, the experimental group’s awareness about the three reading
strategies increased after receiving the explicit instruction. The findings of this study bear
implications for the teaching and learning of the reading skill in the ELF context. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10011 |
The effectiveness of using the metacognitive reading strategies by algerian efl learners : The case of second year lmd students at the university of “frères mentouri”, constantine 1 [texte imprimé] / Soumia Ouchefoune, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 81 f. ; 30 cm. UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Effectiveness,Metacognitive Reading,Learners |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study aimed to investigate the effectiveness of using the Metacognitive Reading
Strategies (MRSs) in Reading Comprehension (RC) by second-year LMD students at the
Department of English, University of Brothers Mentouri/Constantine 1. In this research, we
explored whether (1) EFL students were aware of using the three MRSs of planning,
monitoring, and evaluating in their reading activities, (2) what MRSs they frequently used
when reading for academic purposes; (3) the extent to which the explicit instructions on using
MRSs can enhance their RC. For data collection, the Metacognitive Awareness of Reading
Strategy Inventory (MARSI, Mokhtari & Reichard, 2002) was adopted. Then, an experiment
was conducted under the pre-test and post-test design. The questionnaire analysis indicated
that the participants were aware of using the MRSs when engaged in school-related reading
materials and they tended to use all the three groups of the MRSs at moderate levels. The
results of the RC tests indicated that there were no statistically significant differences in the
two groups’ reading performance in the pre-test phase. After one week of instruction on
MRSs, the performance of the experimental group was measured through a RC test. The
results showed that there were statistically significant differences between the control and the
experimental groups. Besides, the experimental group’s awareness about the three reading
strategies increased after receiving the explicit instruction. The findings of this study bear
implications for the teaching and learning of the reading skill in the ELF context. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10011 |
|
The effectiveness of using the metacognitive reading strategies by algerian efl learners
