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 assessment’s 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 problemTopic

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

Research Problem

A large number of second language learners do not portray conspicuous academic reading ability

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

Deficiencies• An inquest of an individual’s thinking during reading is necessary for comprehensive understanding of his or her literacy development.

Conceptual framework

• indispensable components • to comprehend the ways readers develop

metacognitive awareness and select active reading strategies to implement as tactics

Conceptual Framework

MetacognitionTransactional

Instruction Strategy

Metacognition

involves thinking about one’s own perceiving,

understanding, and remembering (Garner, 1987)

a learner’s knowledge of cognitive

processes and his/her regulation of such

(Brown, 1987)

2 paradigms

Metacognitive knowledge

Metacognitive convention based on

experience

Knowledge attained in

connection to cognitive process

The application of cognitive

process

Transactional Instruction

Strategyconceptual

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 determine relationships among

the level ofmetacognitive

awareness, reader stance, use of self-

selected strategies, and level of

understanding of academic text

to examine the relationship

between students’ reported awareness about reading and

their actual reading comprehension skills

Research Questions

RQ 1What is the relationship between academic reading

comprehension andstudents’ metacognition?

RQ 2What is the relationship between students’

metacognition and their stance toward the reading task?

RQ 3What is the relationship between traditional

comprehension measures and students’ level of understanding?

Significance of the studycreate 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 one’s 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