Metacognitive Awareness of Reading Strategies in Freshmen University Students
Metacognitive awareness presents a prerequisite for metacognition development among individuals. Researchers confirm that instruction of metacognition should be domain specific to motivate learners to adopt the practices that enhance their cognition and metacognition. Hence, the measurement of metac...
محفوظ في:
| المؤلف الرئيسي: | |
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| منشور في: |
2014
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://bspace.buid.ac.ae/handle/1234/679 |
| الوسوم: |
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| _version_ | 1862980613538054144 |
|---|---|
| author | El Mekawy, Asmaa Ahmed |
| author_facet | El Mekawy, Asmaa Ahmed |
| author_role | author |
| dc.creator.none.fl_str_mv | El Mekawy, Asmaa Ahmed |
| dc.date.none.fl_str_mv | 2014-10-16T13:05:30Z 2014-10-16T13:05:30Z 2014-05 |
| dc.format.none.fl_str_mv | application/pdf application/pdf application/pdf application/pdf |
| dc.identifier.none.fl_str_mv | 110105 http://bspace.buid.ac.ae/handle/1234/679 |
| dc.language.none.fl_str_mv | en |
| dc.publisher.none.fl_str_mv | The British University in Dubai (BUiD) |
| dc.subject.none.fl_str_mv | reading strategies metacognitive awareness freshmen college students actual strategy use |
| dc.title.none.fl_str_mv | Metacognitive Awareness of Reading Strategies in Freshmen University Students |
| dc.type.none.fl_str_mv | Dissertation |
| description | Metacognitive awareness presents a prerequisite for metacognition development among individuals. Researchers confirm that instruction of metacognition should be domain specific to motivate learners to adopt the practices that enhance their cognition and metacognition. Hence, the measurement of metacognition should be also domain specific. This has encouraged us to use Metacognitive Awareness of Reading Strategies Inventory (MARSI). The richness of the academic context in a country as U.A.E. is in desperate need for more investigations in the field of metacognition of its local and international students, and teachers. In this study, we examined the level of metacognitive awareness of reading strategies of freshmen university students (N = 169), followed by an examination of the reported strategy use of a subsample (n=29) compared to their actual strategy use when reading for studying. The results were quantitatively analyzed. One of the main findings in this study is that the students have medium to high levels of awareness, yet lack consistency between their self-reported and actual strategies. These findings and more are discussed in details demonstrating the theoretical and empirical implications. |
| id | budr_dce11105c14a2e5207aa8026e671e565 |
| identifier_str_mv | 110105 |
| language_invalid_str_mv | en |
| network_acronym_str | budr |
| network_name_str | The British University in Dubai repository |
| oai_identifier_str | oai:bspace.buid.ac.ae:1234/679 |
| publishDate | 2014 |
| publisher.none.fl_str_mv | The British University in Dubai (BUiD) |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| spelling | Metacognitive Awareness of Reading Strategies in Freshmen University StudentsEl Mekawy, Asmaa Ahmedreading strategiesmetacognitive awarenessfreshmen college studentsactual strategy useMetacognitive awareness presents a prerequisite for metacognition development among individuals. Researchers confirm that instruction of metacognition should be domain specific to motivate learners to adopt the practices that enhance their cognition and metacognition. Hence, the measurement of metacognition should be also domain specific. This has encouraged us to use Metacognitive Awareness of Reading Strategies Inventory (MARSI). The richness of the academic context in a country as U.A.E. is in desperate need for more investigations in the field of metacognition of its local and international students, and teachers. In this study, we examined the level of metacognitive awareness of reading strategies of freshmen university students (N = 169), followed by an examination of the reported strategy use of a subsample (n=29) compared to their actual strategy use when reading for studying. The results were quantitatively analyzed. One of the main findings in this study is that the students have medium to high levels of awareness, yet lack consistency between their self-reported and actual strategies. These findings and more are discussed in details demonstrating the theoretical and empirical implications.The British University in Dubai (BUiD)2014-10-16T13:05:30Z2014-10-16T13:05:30Z2014-05Dissertationapplication/pdfapplication/pdfapplication/pdfapplication/pdf110105http://bspace.buid.ac.ae/handle/1234/679enoai:bspace.buid.ac.ae:1234/6792021-11-22T05:24:27Z |
| spellingShingle | Metacognitive Awareness of Reading Strategies in Freshmen University Students El Mekawy, Asmaa Ahmed reading strategies metacognitive awareness freshmen college students actual strategy use |
| title | Metacognitive Awareness of Reading Strategies in Freshmen University Students |
| title_full | Metacognitive Awareness of Reading Strategies in Freshmen University Students |
| title_fullStr | Metacognitive Awareness of Reading Strategies in Freshmen University Students |
| title_full_unstemmed | Metacognitive Awareness of Reading Strategies in Freshmen University Students |
| title_short | Metacognitive Awareness of Reading Strategies in Freshmen University Students |
| title_sort | Metacognitive Awareness of Reading Strategies in Freshmen University Students |
| topic | reading strategies metacognitive awareness freshmen college students actual strategy use |
| url | http://bspace.buid.ac.ae/handle/1234/679 |