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Reading skill

Research Proposal · February 2021

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 The effects of metacognitive and cognitive Strategies upon EFL reading skill
emphasizing to student’s linguality
Peyman Abbasi
Professor Emeritus; new methods of English language teaching and learning
E-mail: [email protected]

Abstract: Reading comprehension ability is the potency of students that they can grasp the meaning of
the written texts, text details and main ideas. Furthermore, the ability of reading comprehension
activated learners to communicate with writers. To understand the main ideas of written texts help
learners to be aware and to get particular messages from the texts. The metacognitive and cognitive
knowledges can help readers to analyze, to summarize, to judge, and to distinguish the main idea of
reading texts and also the more details about writer viewpoints to predicate and decision making to
monitor text contents too. The monolingual students are those groups which must be aware about the
impacts of metacognitive strategy upon reading development and comprehension through to prepare and
emanate the bio feedbacks with the teachers. Monolingual groups have to be taught more than bilingual
ones due to their low –proficiency levels and also their weak knowledge capacities about reading
development strategies.
Keywords: Metacognitive strategies, cognitive strategies, reading strategy, mental activity, linguality,
self-awareness, linguistics differences, processing differences, relevant models
1: Introduction
Reading is a cognitive activity which is essential for adequate functioning and to gain information in the
today’s communities. Nowadays, to outburst of researches in SL reading have been focused on readers’
strategies. Research in second language reading suggests that learners use a variety of strategies to assist
them with the acquisition, storage, and retrieval of information (Rigney, 1978).Comprehension or
reading tactics exhibit how readers to conceive of a task, how they make sense of what they read, and
what they do when they do not understand. It is most emphasized in traditional EFL/ESL courses and
even today is the focal center of English as a foreign language (EFL) instructions in some countries
(Susser& Robb, 1990). Reading skill is an instrument to facilitate the communicative fluency in each of
other language skills.
Reiss (1983) contends that “the more our students read, the more they become familiar with the
figurative and imaginative dimensions and also creativeness native speakers of the language.” The other
researchers emphasized upon the importantly about reading and addressed it separately. Rivers (1981)
believes that reading is the most important activity in any language class (p. 259). According to Flavell;
the metacognitive involves about the active monitoring and subsequent adjusting and controlling of the
information processing. For example it includes these elaboration strategies such as the building of
connected to the prior knowledges, or memory strategies such as note taking.
According with Pintrich (2000) that combined the function of a discrepancies of self-discipline theorists
through a common framework that included the following factors:
1. Forethought, planning and activating
2. To monitor
3. Controlling and self-awareness
4. Apropos reacting and reflecting
The cognitive process is a mental procedure that includes the thinking strategies to solve the problems,
decision making, to learn new knowledge and to understand the previous experiments.
English language teaching as a second or foreign language (ESL/EFL) has four basic skills: reading, listening,
speaking and writing which have been identified as the four policies in language learning. Reading is
considered especially valuable under the foreign language context because it is one main source for
students to achieve language content (Ediger, 2001), therefore it is important that students become
advanced in the reading process. Alfassi stated that students should “understand the meaning of text,
critically to assess the message remember the content, and apply the new-found knowledge flexibly.
2: Review of literature
Reading strategy
Reading subterfuges which are too much important for what they showed about the way that the readers
manage to interact with the text materials and how those strategies are related to reading comprehension
developments. The researchers offer a variety of theoretical definitions of reading strategies in the
literature, during the past decades. Duffy (1993), and Richards and Renandya (2002, p. 278) stated that
reading strategies means, plans for solving problems encountered in constructing meaning. According to
Brantmeier (2002) reading strategies are “the comprehension processes that readers use in order to make
sense of what they read.” According with Garner; reading strategies are essentially deliberate, planned
activities used by active learners, over and over to remedy apparent cognitive failure. In the same way,
reading strategies are defined by Afferbach, Pearson, and Paris (2008) as: deliberate, goal directed
attempts to control and modify the reader’s efforts to decode text, understand word, and construct
meanings out of text.
Reading comprehension
Reading comprehension is perpetual developmental strategy that is to receive and to interpret the
encoded information of the written texts. In fact it occurs while the readers are extracting and to
integrate the different types of text contents and then to combine them with their prior knowledges
which have been stored in their memories. It is an active and also a complex procedure in which it
involves to understand the reading texts and to interact with them and to interact with the writer’s
intensions and their purposes to write the text.
Reading to understand
Reading Understanding: According with The R&D Program in Reading Comprehension (RAND
Reading Study Group, 2002, p. 11), often referred to as the RAND Report, defined reading
comprehension as “the process of simultaneously extracting and constructing meaning through
interaction and involvement with written language. It consists of three elements: the reader, the text and
the purpose of reading.”
Student’s linguistics knowledge for reading comprehension
There are several differences which affected upon the reading comprehension development between the
L1 and the L2 readers that include; the linguistic level, educational proficiencies, the sociocultural and
also the institutional differences. There is two types of different characters among the L1 and the L2
readers:
1: linguistic differences
2: processing differences
Linguistic differences: The research results revealed that the L2 readers commenced their reading
processes with a different linguistic knowledge resources of the first language readers. Ordinary, the L1
students approximately know around 5000-8000 new words and expressions orally while they have six
years old and when their reading abilities are being progressed. During that age, they can store very
enrich knowledges of morphology and the syntactic structures of language.
According to Koda (2007):
In contrast with the L1 reading, L2 reading involves two languages. The dual language involvement
implies continual interaction between the two languages as well as incessant adjustments in
accommodating the disparate demands each language imposes For this reason, L2 reading is cross-
linguistic, and thus, inherently more complex than first language reading.
The false cognates or the near cognates had influenced upon the word cognition in the reader mind. Also
the linguistic differences; at the discourse, syntactic or the orthographic levels can mislead and
misconceptions for the L2 readers particularly at the beginning stages of learning procedures. The L2
readers due to their dominancy upon two language knowledges they have a professional level about to
develop a standard level of metalinguistic information which to support their reading comprehension
developments.
To process differences: According to that view the professionals or the L2 ones have a very slowly
word recognition ability and also a more less accurately ranges about word processing which they leaded
to slowing while they began to read. In summary, while L2 readers are limited in linguistic resources
and their experiences with their native language may interfere with L2 reading processing, they enjoy
the advantage over L1 readers in terms of experience with their native language and the world, as most
L2 readers are older in age than L1 readers. Reading researchers are therefore suggested to conduct
studies examining the differences and similarities between L1 and L2 reading processes which will
inform classroom instructions in reading comprehension. In addition, given linguistic processing,
educational, developmental, and sociocultural differences between L1 reading and L2 reading, it is
recommended that findings and implications from L1 reading research be examined carefully before it’s
application to L2 reading research and instruction.
Reading comprehension’s relevant models
The models provide a description and representation about the different reading theories to interpret how
the reading comprehension process works and to which factors it has been involved. There is two
important models: the information processing model and the multiple component model.
3: Methodology
Subject
The population distribution of research has been selected among the high school students in Kermanshah
city, Iran public and the private educational locations and institutes that their gender ratios is mostly
male and at least female by which their age ranges is from 15-18 years old. The total number of research
samples is 65 mono and bilingual English language learners. That selection is partly randomly drafted
and according to the snow-ball sampling elicitation in the other hand.
According to the designed and distributed questionnaires among the experimental groups, all of research
populations divided to two groups with attention to their linguality abilities (group A and group B).
Group a :( 49 bilingual male 7 bilingual female)
Group b :( 7 monolingual male and 2 monolingual female)
The monolingual groups are those language learners that just know one language (their mother
languages) or in fact they are L1s but the bilingual populations are those language learners that can speak
English language fluently and accurately more over than their vernacular or native language. Language
capability phenomena in that research paper is the ability of experimental groups in their houses and also
in the outside communications speech particularly the L2 or bilingually is more emphasized.
Materials
To complete that research article a lot of instruments was being applied.
A: The penguin English reading test which contains of several sections: message, people, places, things,
fictions and facts. During that test the experimental groups answered to the reading questions as fill in
the blank options, multiple choice items, yes/no questions and short or long answer ones and cloze texts
or the c-tests(total time=60m).
B: The reading between lines test, which the questions are designed as documents based or the
DBQs.This test is for the middle or the high school students to improve their reading comprehension
development capacities to learn new vocabularies, learning real grammatical structures, etc. Students
have to answer a question according to a particular theme or topic which had a lot of primary related
source documents (total time 75m).
C: Questionnaires predetermined and administered to assess and measurement the background
knowledges of the experimental groups about reading comprehension development abilities regarding to
metacognitive and cognitive reading strategies with emphasized to linguality. That article, has been
used of five- items Likert scale questionnaires sample by which the group members must selected one
option among the other items for their reading comprehension strategies. The semantic differential scale
which has bi-polar attitudes about reading strategies or pairs of adjectives. All of the questionnaires were
piloted in order to their validity and reliability to use cognitive test procedure.
Procedure
The researcher considered two experimental groups to complete that article, understanding the effects of
metacognitive and cognitive strategies with regard to the learner’s linguality to achieve his intended
purposes. At first researcher acted to select the research population then to prepare the useful
instruments to perform the research processes regularly. Writing the questionnaire’s topic and related
contend to article subject are the other job of research article investigator. To complete that article has
been took times at least a month by which included two phases:
First: the reading test was administered among the high school students mono and bilingual groups total
65 EFL learner.
Second: the questionnaires have been accomplished by the two experimental groups; mono and bilingual
students.
Chart: 1

BILINGUAL GROUP
30
25
20
15
10
5
0
always usually occasionally seldom never

cognitive strategy metacognitive strategy

Chart: 2

Monolingual group
6
5
4
3
2
1
0
always very often sometimes rarely

cognitive strategy metacognitive strategy total strategies

Conclusion
Reading is a mental and cognitive process which combined of two abilities: The ability to decode and
for comprehension. It is a cognitive ability which helps to learn the new knowledges about the word
meanings and structures. The meta-cognitive process helps learner to monitor, self-awareness, to analyze
and to control the cognitive ability during reading comprehension. According with the data analysis of
that research it indicated that the linguality has a significant impacts upon the both groups of the
research; mono lingual and the bilinguals, especially the bilingual groups. Two groups meaningfully are
very different regard to applying the three strategies to develop their reading comprehension
developments.
 REFERENCES
1: David Thomas (2003). Improving your memory.
2: Pressley M, Afflerbach P 1995. Verbal Protocols of Reading: The Nature of Constructively
Responsive Reading. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
3: Cognitive psychology: Michael W.Eysenks, Mark T. Kean., A student handbook; 6th ed.
4: Cognition, Metacognition and Reading, Donna-Lynn Forrest-Pressley T. Gary Waller
5: Limei Zhang, Metacognitive and Cognitive Strategy Use in Reading Comprehension, 2018.Springer

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