ESL Students Awareness of Metacognitive Strategies Used for Reading Comprehensin
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The document discusses a study that aims to explore the metacognitive strategies used by 7th grade English as a Second Language (ESL) students while reading for comprehension. The main research question asks how aware ESL learners are of the metacognitive strategies they use. Secondary questions examine which strategies are most and least used and how explicit strategy instruction can enhance awareness. The methodology will use triangulation including observation, surveys, and the Survey of Reading Strategies. The significance is to assess students' strategy use, provide a repertoire of strategies, and make recommendations to teachers.
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ESL Students Awareness of Metacognitive Strategies Used for Reading Comprehensin
- 1. ESL Students’ Awareness of Metacognitive Strategies Used for Reading Comprehension
- 2. What is Metacognition? “ Thinking about Thinking”
- 3. What is Metacognitive Awareness? Ability to be self-reflective learners Using academic strengths to develop skills Recognizing your own weaknesses Acknowledge that learning is challenging
- 4. DO YOU KNOW…. Who are the Masters of Metacognition?
- 5. That’s right… YOU ARE! Teachers are the masters of Metacognition.
- 6. Purpose The purpose of this qualitative grounded theory study will be to explore metacognitive strategies used while reading by 7 th grade ESL learners.
- 7. Main Research Question How aware are ESL learners of the metacognitive strategies they use while reading for comprehension?
- 8. Secondary Research Questions What strategies are the most used? What strategies are the least used? How can explicit instruction of strategies enhance students’ awareness?
- 9. Participants Mixed Groups SE and Regular Students Students of a School in Las Marias 7 th Grade Students
- 10. Methodology Triangulation Design Observation Survey (one on one) SORS – Survey of Reading Strategies
- 11. Ethical Considerations To avoid bias in the study the researcher will not have prior knowledge if students are low-ability or high-ability readers.
- 12. Significance of the Study Assess what learners do or don’t do Provide a repertoire of strategies used Recommendations of other strategies to be taught by teachers.
- 13. Thank You! Maritza Mendez A00023777 [email_address]