On the Metacognitive Awareness of Reading Strategies and the Reading Comprehension of Iranian nonدرEnglish major University Stud
On the Metacognitive Awareness of Reading Strategies and the Reading Comprehension of Iranian nonدرEnglish major University Students با word دارای 15 صفحه می باشد و دارای تنظیمات در microsoft word می باشد و آماده پرینت یا چاپ است
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توجه : در صورت مشاهده بهم ریختگی احتمالی در متون زیر ،دلیل ان کپی کردن این مطالب از داخل فایل ورد می باشد و در فایل اصلی On the Metacognitive Awareness of Reading Strategies and the Reading Comprehension of Iranian nonدرEnglish major University Students با word،به هیچ وجه بهم ریختگی وجود ندارد
بخشی از متن On the Metacognitive Awareness of Reading Strategies and the Reading Comprehension of Iranian nonدرEnglish major University Students با word :
سال انتشار : 1395
نام کنفرانس یا همایش : اولین کنفرانس کشوری روند فعلی وجهت گیری های آینده آموزش زبان انگلیسی در مدارس ایران
تعداد صفحات : 15
چکیده مقاله:
Becoming a more efficient reader requires integration of complicated skills as reading entails a very complex process. To overcome the difficult task of reading, learners should develop certain strategies among which the metacognitive reading strategies have received a lot of attention more recently. Iranian students’ task in undergraduate and post graduate studies is becoming proficient readers to study articles and texts in English . However, they mostly show incapable to do so. Scholars in the field relate this inability in reading comprehension to lack of metacognitive awareness of reading strategies. So, the present study aimed at exploring the role of metacognitive awareness of reading strategies in the reading comprehension of Iranian non-English major university students. 301 male and female undergraduate students, majoring in three different disciplines- namely Humanities, Sciences, and Engineering- from Birjand national university participated in the study. A validated teacher-made reading comprehension test along with a questionnaire were administered in one session. The results of one-way between-subjects ANOVA, proved the indisputable relatedness of metacognitive awareness of reading strategies to the participants’ performance in the reading comprehension test. Moreover, the results of multiple comparisons showed that the participants, who were high, mid, and low in metacognitive awareness of reading strategies, performed significantly different from each other in the reading comprehension test. ANOVA analysis also proved that the mean score of the reading test in the three fields of study did differ statistically, with Engineering students outperforming other members in the other two fields of study, especially the Humanities
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