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Chinese graduate students’ metacognitive awareness of EFL academic reading strategies

안병규|Ming-ming Yu
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2014.09|영어교육연구 (English Language Teaching)|제26권 제3호|pp. 63-88|DOI 10.17936/pkelt.2014.26.3.004

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키워드

metacognitive awarenessnon-English majorsreading strategiesstrategy useEFL academic readingChinese EFL graduate students
주제분류영어와문학

초록

This study aims to investigate Chinese EFL non-English-major graduate students’ metacognitive awareness of academic reading strategies and the relationship between their English academic reading proficiency and reading strategy use. The participants are 173 Chinese first-year non-English-major graduate students at an upper-level university in China. They took an English academic reading comprehension test (IELTS) and responded to a reading strategy use questionnaire (SORS). The findings indicate that the participants use reading strategies moderately with preference for problem-solving strategies. There was a positive relationship between the participants’ reading proficiency and their use of reading strategies. The high proficiency readers outperformed the low proficiency participants in the use of eight individual strategies as well as in the frequency of the strategies classified into three subscales. The findings suggest the need for explicit reading strategy instruction and practice to improve students’ metacognitive awareness. This study also points to the need for further research examining other factors that may explain variation in reading proficiency.

Abstract

This study aims to investigate Chinese EFL non-English-major graduate students’ metacognitive awareness of academic reading strategies and the relationship between their English academic reading proficiency and reading strategy use. The participants are 173 Chinese first-year non-English-major graduate students at an upper-level university in China. They took an English academic reading comprehension test (IELTS) and responded to a reading strategy use questionnaire (SORS). The findings indicate that the participants use reading strategies moderately with preference for problem-solving strategies. There was a positive relationship between the participants’ reading proficiency and their use of reading strategies. The high proficiency readers outperformed the low proficiency participants in the use of eight individual strategies as well as in the frequency of the strategies classified into three subscales. The findings suggest the need for explicit reading strategy instruction and practice to improve students’ metacognitive awareness. This study also points to the need for further research examining other factors that may explain variation in reading proficiency.

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관련 논문AI추천

Cognitive and Metacognitive Strategy Use in L2 Reading: Using Performance and Importance Analysis신유선한국언어과학회 · 언어과학2017 · 제24권 제1호Effect of Language Proficiency and Prior Knowledge on Learner’s Reading Strategy Use in an EAP Setting김아영, 김현정언어과학회 · 언어과학연구2013 · 제66호An Investigation into the Use of Reading Strategies, Reading Proficiency, and Gender in a Chinese University Context황규홍, Feng, Jing새한영어영문학회 · 새한영어영문학2020 · 제62권 제2호Strategy Use in Reading Different Text Genres in EFL Context한호, 이유주대한영어영문학회 · 영어영문학연구2017 · 제59권 제2호한국 대학생의 영어 읽기 전략에 대한 인식과 실제 사용 비교김율이, 최문홍사단법인 한국언어학회 · 언어학2018 · 제26권 제1호A Study of Metacognitive Strategies in Extensive Reading양정완, 정혜진팬코리아영어교육학회 · 영어교육연구2012 · 제24권 제4호

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