Metacognitive Reading Awareness Among Freshmen EFL Students; [Метакогнітивна обізнаність у читанні серед студентів-першокурсників, які вивчають англійську мову за професійним спрямуванням]

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Metacognitive Reading Awareness Among Freshmen EFL Students; [Метакогнітивна обізнаність у читанні серед студентів-першокурсників, які вивчають англійську мову за професійним спрямуванням]

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Metacognitive Reading Awareness Among Freshmen EFL Students; [Метакогнітивна обізнаність у читанні серед студентів-першокурсників, які вивчають англійську мову за професійним спрямуванням]

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

60201 - General language studies

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Psycholinguistics

ISSN

2309-1797

e-ISSN

2415-3397

Svazek periodika

35

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

UA - Ukrajina

Počet stran výsledku

17

Strana od-do

65-81

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85192706847