Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training

Previous studies have established that good readers’ metacognitive awareness of strategic reading processes, repertoires of reading strategies and effective strategy use can be teachable to poor readers, which results in reading achievement gains. This instructional study reports 82 Thai EFL student...

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Main Author:	Songyut Akkakoson
Format:	Article
Language:	English
Published:	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012
Online Access:	http://journalarticle.ukm.my/5754/ http://journalarticle.ukm.my/5754/ http://journalarticle.ukm.my/5754/1/1683-3176-1-SM.pdf

id	ukm-5754
recordtype	eprints
spelling	ukm-57542016-12-14T06:39:25Z http://journalarticle.ukm.my/5754/ Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training Songyut Akkakoson, Previous studies have established that good readers’ metacognitive awareness of strategic reading processes, repertoires of reading strategies and effective strategy use can be teachable to poor readers, which results in reading achievement gains. This instructional study reports 82 Thai EFL students of science and technology who were trained in the co-ordinated use of multiple strategies to develop awareness of how to be strategic when reading English general texts. This strategy training it was hoped would increase student awareness about reading strategies taught in class (declarative knowledge), how to use these strategies (procedural knowledge) and when and why to use them (situational knowledge), which in turn may result in increased reading achievement. Results suggested that higher-level reading proficiency learners (a) were more aware of procedural knowledge of how they as readers should employ the reading strategies taught in the lessons, whereas (b) low-level reading proficiency learners made a better improvement on a standardised English reading comprehension test. The findings indicated that the metacognitive strategy training employed result in greater student awareness of both lesson content and the need to be strategic and monitor comprehension, which leads to the students’ more conscious use of strategic reasoning and higher achievement growth. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/5754/1/1683-3176-1-SM.pdf Songyut Akkakoson, (2012) Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 18 (4). pp. 35-47. ISSN 0128-5157 http://www.ukm.my/ppbl/3L/3LHome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Previous studies have established that good readers’ metacognitive awareness of strategic reading processes, repertoires of reading strategies and effective strategy use can be teachable to poor readers, which results in reading achievement gains. This instructional study reports 82 Thai EFL students of science and technology who were trained in the co-ordinated use of multiple strategies to develop awareness of how to be strategic when reading English general texts. This strategy training it was hoped would increase student awareness about reading strategies taught in class (declarative knowledge), how to use these strategies (procedural knowledge) and when and why to use them (situational knowledge), which in turn may result in increased reading achievement. Results suggested that higher-level reading proficiency learners (a) were more aware of procedural knowledge of how they as readers should employ the reading strategies taught in the lessons, whereas (b) low-level reading proficiency learners made a better improvement on a standardised English reading comprehension test. The findings indicated that the metacognitive strategy training employed result in greater student awareness of both lesson content and the need to be strategic and monitor comprehension, which leads to the students’ more conscious use of strategic reasoning and higher achievement growth.
format	Article
author	Songyut Akkakoson,
spellingShingle	Songyut Akkakoson, Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training
author_facet	Songyut Akkakoson,
author_sort	Songyut Akkakoson,
title	Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training
title_short	Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training
title_full	Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training
title_fullStr	Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training
title_full_unstemmed	Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training
title_sort	raising strategic awareness of thai efl students of science and technology disciplines through metacognitive strategy training
publisher	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate	2012
url	http://journalarticle.ukm.my/5754/ http://journalarticle.ukm.my/5754/ http://journalarticle.ukm.my/5754/1/1683-3176-1-SM.pdf
first_indexed	2023-09-18T19:45:03Z
last_indexed	2023-09-18T19:45:03Z
_version_	1777405843860357120

Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training

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