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Edu 701 rm-presentation Edu 701 rm-presentation Presentation Transcript

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