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ERIC Number: EJ1154758
Record Type: Journal
Publication Date: 2017-Sep
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1533-242X
EFL Learners' Use of Online Metacognitive Reading Strategies and Its Relation to Their Self-Efficacy in Reading
Ahmadian, Moussa; Pasand, Parastou Gholami
Reading Matrix: An International Online Journal, v17 n2 p117-132 Sep 2017
This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63 homogeneous sophomore EFL learners. To analyze data, Friedman Test and Multiple Analysis of Variance (MANOVA) were run. Results of Friedman test indicated that problem-solving online metacognitive reading strategies are most frequently used by the learners, while support strategies are used least frequently. The findings of MANOVA further revealed a significantly positive relationship between the learners' perceived use of metacognitive online reading strategies and their self-efficacy in reading comprehension. The study further revealed that females use more global online reading strategies, while males perceive themselves as more self-efficacious in reading online texts. Finally, the analysis of think aloud protocol indicated that learners used some other metacognitive strategies while reading online. The findings may have contributions to EFL learners' online reading strategy use and training and can highlight the significant role that self-efficacy might play in the use of metacognitive reading strategies while reading online.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A