Edu 701 rm-presentation

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Edu 701 rm-presentation

  1. 1. READING STRATEGIES AND METACOGNITIVE AWARENESS: ENHANCING READING PROFICIENCIES AMONG ESL STUDENTS IN IIUM FOUNDATION PROGRAM EDU 701- RESEARCH METHODOLOGY
  2. 2. INTRODUCTION <ul><li>At higher learning institutions : Students must have the necessary language skills to succeed academically </li></ul><ul><li>One of it is having the skill to read effectively </li></ul><ul><li>College reading materials are known to be challenging </li></ul><ul><li>Most reading materials are in English </li></ul><ul><li>Many research have found that ESL students often face difficulties with reading abilities </li></ul>
  3. 3. Reading problems of ESL learners : <ul><li>Research have discovered that ESL learners : </li></ul><ul><li>Approach reading passively </li></ul><ul><li>Rely too much on dictionaries </li></ul><ul><li>Not critical in reading </li></ul><ul><li>Reluctant to give ideas – do not want to be seen as wrong </li></ul><ul><li>Use ineffective and inefficient reading strategies </li></ul>
  4. 4. <ul><li>College reading materials are often unfamiliar and difficult. The extensive range of topics and variety of tasks that students are constantly faced with could give problems to students;especially to their cognitive process ( Izaham Shah, 2008 ) </li></ul><ul><li>What could probably help these students ? </li></ul><ul><li>Reading strategies </li></ul><ul><li>Metacognitive Awareness </li></ul>
  5. 5. EFFECTIVE READING FOR ESL READERS <ul><li>READING STRATEGIES </li></ul><ul><li>METECOGNITIVE AWARENESS </li></ul><ul><li>Learning technique, study skills </li></ul><ul><li>How learners make sense of what they read </li></ul><ul><li>Summarizing, making inferences, guessing from context, planning, self-evaluation etc </li></ul><ul><li>Cognitive,metacognitive, </li></ul><ul><li>compensation reading strategies </li></ul><ul><li>Reader’s awareness of strategies during the reading process </li></ul><ul><li>Conscious application of strategies </li></ul>
  6. 6. PROBLEM STATEMENT <ul><li>Reading classes in Center for Foundation Studies, International Islamic University Malaysia (CFS, IIUM ) </li></ul><ul><li>Students are generally exposed to reading skills, however exam scores in reading are not as encouraging </li></ul><ul><li>Reading classes are teacher – centered </li></ul><ul><li>Learning instructions are not made explicit to students </li></ul><ul><li>How students process knowledge is not emphasized </li></ul>
  7. 7. PURPOSE OF STUDY <ul><li>TO INVESTIGATE THE READING STRATEGIES USED WHENCOPING WITH ACADEMIC READING TEXT </li></ul><ul><li>TO DISCOVER STUDENTS’ AWARENESS OF THE READING STRATEGIES EMPLOYED </li></ul><ul><li>TO INVESTIGATE TO WHAT EXTENT THE STRATEGIES AND AWARENESS FACILITATE THEIR READING PROCESSES </li></ul>
  8. 8. RESEARCH QUESTIONS <ul><li>What are the strategies frequently used when answering reading comprehension? </li></ul><ul><li>Is there any relationship between reading strategies and reading achievement? </li></ul><ul><li>Is metacognitive awareness of strategies related to reading achievement? </li></ul><ul><li>What are students’ knowledge level of the strategies used? </li></ul>
  9. 9. METHODOLOGY <ul><li>Research design : CORRELATIONAL RESEARCH </li></ul><ul><li>- to describe existing relationship </li></ul><ul><li>This current research will investigate possible relationships between reading strategies, metacognitive awareness and students’ reading performances </li></ul><ul><li>Quantitative and qualitative methods of enquiries </li></ul><ul><li>-investigate frequency of reading strategies use </li></ul><ul><li>-measure awareness of strategies </li></ul><ul><li>- perceptions of students own knowledge level of reading strategies </li></ul>
  10. 10. Participants <ul><li>Level 6 (Advanced) English proficiency students of CFS, IIUM </li></ul><ul><li>Aged between 18 – 20 years of age; Malay </li></ul><ul><li>15 males and 15 females </li></ul><ul><li>Taken from two reading classes </li></ul><ul><li>Have undergone a few semesters of English proficiencies classes </li></ul>
  11. 11. Data Collection Procedure <ul><li>EPT Exam Paper ( 2 sets : pre-test and post-test ) </li></ul><ul><li>A reading Strategy Questionnaire </li></ul><ul><li>-SORS </li></ul><ul><li>-SILL </li></ul><ul><li>MARSI – Metacognitive Awareness Reading Strategy Inventory </li></ul><ul><li>Restropective Interview </li></ul>
  12. 12. DATA ANALYSIS <ul><li>Descriptive and Inferential Statistics </li></ul><ul><li>Average scores to determine frequency </li></ul><ul><li>Paired samples t – test procedure </li></ul>

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