Metacognitive Reading Awareness Among Freshmen EFL Students; [Метакогнітивна обізнаність у читанні серед студентів-першокурсників, які вивчають англійську мову за професійним спрямуванням]
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F24%3A50021472" target="_blank" >RIV/62690094:18450/24:50021472 - isvavai.cz</a>
Result on the web
<a href="https://psycholing-journal.com/index.php/journal/article/view/1442" target="_blank" >https://psycholing-journal.com/index.php/journal/article/view/1442</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.31470/2309-1797-2024-35-2-65-81" target="_blank" >10.31470/2309-1797-2024-35-2-65-81</a>
Alternative languages
Result language
angličtina
Original language name
Metacognitive Reading Awareness Among Freshmen EFL Students; [Метакогнітивна обізнаність у читанні серед студентів-першокурсників, які вивчають англійську мову за професійним спрямуванням]
Original language description
Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university students in a Business English class during the COVID-19 pandemic. Methods. The methodology is based on a survey, which was conducted among 192 freshman university students in their specialized courses of Business English as a foreign language. The research instrument was a metacognitive reading strategies awareness (MARSI) questionnaire. Results. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies. Conclusions. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment. © 2024 Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University. All rights reserved.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
60201 - General language studies
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Psycholinguistics
ISSN
2309-1797
e-ISSN
2415-3397
Volume of the periodical
35
Issue of the periodical within the volume
2
Country of publishing house
UA - UKRAINE
Number of pages
17
Pages from-to
65-81
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85192706847