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  • 1. Studying Metacognitive Identities in Senior Secondary School Students By, Farah Syahida Ahmad 2011660642
  • 2. Background of the study • Reading skill mastery has eluded many Malaysian senior secondary school students • Proven by high-stakes assessment’s result (SPM) where the results dropped for about 14.39% (2011-2012) • Reading is the key to success • The study intends to reveal what goes on the mind of the students when they read English passage
  • 3. Statement of the problem Topic academic reading ability Justification • past literature has not identified metacognitive identities employed by students in the reading process in Malaysian context • many teachers report the students inability to comprehend English passage Research Problem A large number of second language learners do not portray conspicuous academic reading ability Audience • findings can be informative to teachers in designing optimal teaching-learning environments • amendments can be done to the current syllabus encompassing academic reading strategies Deficiencies • An inquest of an individual’s thinking during reading is necessary for comprehensive understanding of his or her literacy development.
  • 4. Conceptual framework • indispensable components • to comprehend the ways readers develop metacognitive awareness and select active reading strategies to implement as tactics Conceptual Framework Metacognition Transactional Instruction Strategy
  • 5. Metacognition involves thinking about one’s own perceiving, understanding, and remembering (Garner, 1987) a learner’s knowledge of cognitive processes and his/her regulation of such (Brown, 1987) 2 paradigms Metacognitive knowledge Metacognitive convention based on experience Knowledge attained in connection to cognitive process The application of cognitive process
  • 6. Transactional Instruction Strategy conceptual understanding of comprehension instruction Readers’ schemata & socio cultural experiences in interpreting the texts the ability to interpret the text = the transaction among the reader, text & context
  • 7. Purpose/Objectives of the study • to unveil readers’ metacognitive identities • to enlighten the ways which in higher level literacy skills are employed during reading and interpreting academic text to examine readers’ cognitive processes during reading as well as effect of metacognitive awareness on that interaction to determine relationships among the level of metacognitive awareness, reader stance, use of self- selected strategies, and level of understanding of academic text to examine the relationship between students’ reported awareness about reading and their actual reading comprehension skills
  • 8. Research Questions RQ 1 What is the relationship between academic reading comprehension and students’ metacognition? RQ 2 What is the relationship between students’ metacognition and their stance toward the reading task? RQ 3 What is the relationship between traditional comprehension measures and students’ level of understanding?
  • 9. Significance of the study Will reveal students’ self- selected active reading strategies/tactics used during academic literacy tasks create pathway for responsive reading pedagogy emerges that may meet the individual needs of students
  • 10. Limitation and delimitation of the study • bounded by certain practical, logistical (urban area), and philosophical factors • does not measure effects of instruction
  • 11. Definitions of Terms • Metacognition: The process a person engages in as he or she thinks about his or her thinking and learning • Metacognitive identity: Pre-existing tactics and/or strategies for thinking metacognitively, such as one’s unique repertoire of reading strategies used during reading comprehension.
  • 12. • Intertextuality notes: Transposing text read into another text, such as notes, visualization, mind map, underlining or annotating text based on important ideas.
  • 13. The End