Vous êtes sur la page 1sur 13

Studying Metacognitive Identities in Senior Secondary School Students

By, Farah Syahida Ahmad 2011660642

Background of the study

Reading skill mastery has eluded many Malaysian senior secondary school students Proven by high-stakes assessments result (SPM) where the results dropped for about 14.39% (2011-2012) Reading is the key to success The study intends to reveal what goes on the mind of the students when they read English passage

Statement of the problem

Topic academic reading ability Research Problem A large number of second language learners do not portray conspicuous 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 Deficiencies An inquest of an individuals thinking during reading is necessary for comprehensive understanding of his or her literacy development.

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

Conceptual framework
Conceptual Framework

Transactional Instruction Strategy

indispensable components to comprehend the ways readers develop metacognitive awareness and select active reading strategies to implement as tactics

2 paradigms

Metacognitive knowledge
a learners knowledge of cognitive processes and his/her regulation of such (Brown, 1987) Metacognitive convention based on experience

Knowledge attained in connection to cognitive process

The application of cognitive process

involves thinking about ones own perceiving, understanding, and remembering (Garner, 1987)

Transactional Instruction Strategy

conceptual understanding 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

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 examine the relationship between students reported awareness about reading and their actual reading comprehension skills

to determine relationships among the level of metacognitive awareness, reader stance, use of selfselected strategies, and level of understanding of academic text

Research Questions
RQ 1

What is the relationship between academic reading comprehension and students metacognition? What is the relationship between students metacognition and their stance toward the reading task? What is the relationship between traditional comprehension measures and students level of understanding?

RQ 2

RQ 3

Significance of the study

Will reveal students selfselected active reading strategies/tactics used during academic literacy tasks

create pathway for responsive reading pedagogy emerges that may meet the individual needs of students

Limitation and delimitation of the study

bounded by certain practical, logistical (urban area), and philosophical factors does not measure effects of instruction

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 reading comprehension.

Intertextuality notes: Transposing text read into another text, such as notes, visualization, mind map, underlining or annotating text based on important ideas.

The End