Peer reviewed
Direct linkERIC Number: EJ991518
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-5300
EISSN: N/A
Academic English Reading for International College Students: The Role of Metacognitive Reading Strategies
Iwai, Yuko; Filce, Hollie; Ramp, Ellen
Research in the Schools, v18 n2 p75-88 Fall 2011
In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language Institute [ELI]), intermediate (undergraduate students), and advanced readers (graduate students). When analyzing the scores of 98 students, no positive correlations were revealed between the students' academic performance and their scores on the SORS. However, ELI students self-reported the most frequent use of metacognitive reading strategies, compared to undergraduate and graduate students. (Contains 1 figure and 2 tables.)
Descriptors: Grade Point Average, English (Second Language), Language Proficiency, Undergraduate Students, Graduate Students, Reading Strategies, Metacognition, Academic Achievement, Scores, Correlation, Foreign Students, Reading Skills, Questionnaires
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
