Studying Metacognitive

7/30/2019 Studying Metacognitive

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Studying MetacognitiveIdentities in Senior Secondary

School Students

By,Farah Syahida Ahmad

2011660642


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Background of the study

Reading skill mastery has eluded manyMalaysian senior secondary school students

Proven by high-stakes assessments result

(SPM) where the results dropped for about14.39% (2011-2012)

Reading is the key to success

The study intends to reveal what goes on themind of the students when they read Englishpassage


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Statement of the problem

Topic

academic reading

ability

Justification past literature has not

identified metacognitive

identities employed by

students in the reading

process in Malaysian context

many teachers report the

students inability to

comprehend English passage

Research ProblemA large number of

second language

learners do not portray

conspicuous academic

reading ability

Audience

findings can be informative to

teachers in designing optimal

teaching-learning environments

amendments can be done to the

current syllabus encompassing

academic reading strategies

Deficiencies

An inquest of an individuals

thinking during reading is

necessary for comprehensive

understanding of his or her

literacy development.


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Conceptual framework

indispensable components

to comprehend the ways readers developmetacognitive awareness and select active reading

strategies to implement as tactics

Conceptual

FrameworkMetacognition

Transactional

Instruction

Strategy


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Metacognition

involves thinking about

ones own perceiving,

understanding, and

remembering

(Garner, 1987)

a learners knowledge ofcognitive

processes and his/her

regulation of such

(Brown, 1987)

2 paradigms

Metacognitive

knowledge

Metacognitive

convention

based on

experience

Knowledge

attained in

connection to

cognitive

process

The application

of cognitive

process


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Transactional

InstructionStrategy

conceptualunderstanding

of

comprehension

instruction

Readers schemata

& socio cultural

experiences in

interpreting the

texts

the ability to

interpret the text= the transaction

among the reader,

text & context


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Purpose/Objectives of the study

to unveil readers metacognitive identities

to enlighten the ways which in higher level literacy

skills are employed during reading and interpreting

academic text

to examine readers

cognitive processes

during reading

as well as

effect of

metacognitive

awareness on that

interaction

to determine

relationships among the

level of

metacognitive

awareness, reader

stance, use of self-

selected strategies, and

level of

understanding of

academic text

to examine the

relationship

between studentsreported awareness

about reading and

their actual reading

comprehension skills


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Research Questions

RQ 1

What is the relationship between academic reading

comprehension and

students metacognition?

RQ 2

What is the relationship between students

metacognition and their stance toward the reading

task?

RQ 3 What is the relationship between traditionalcomprehension measures and students level of

understanding?


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Significance of the study

Will reveal students self-selected active readingstrategies/tactics used during

academic literacy tasks

create pathway for

responsive readingpedagogy emerges thatmay meet the individualneeds of students


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Limitation and delimitation of the

study

bounded by certain practical, logistical (urban

area), and philosophical factors

does not measure effects of instruction


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Definitions of Terms

Metacognition: The process a person engages

in as he or she thinks about his or her thinking

and learning

Metacognitive identity: Pre-existing tactics

and/or strategies for thinking metacognitively,

such as ones unique repertoire of reading

strategies used during readingcomprehension.


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Intertextuality notes: Transposing text read

into another text, such as notes, visualization,

mind map, underlining or annotating text

based on important ideas.


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The End

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Studying Metacognitive