PRESENTATION

" Investigating student’s metacognitive awareness of

reading strategies among post-graduate student
UNIMAS"

Presenting by Bong
Shu Fen (22030136)
INTRODUCTION
Reading is a multidimensional cognitive activity that involves generating meaning
from written texts (Lonigan et al., 2018).

Reading is a crucial active process that allows readers in-depth to access

knowledge through the conscious interaction with text
( Serenko et al., 2011).

Metacognitive awareness might lead to an enhancement in reading strategies and

comprehension (Temur & Bahar, 2011).

Metacognition is crucial to control one's cognitive performance, including

knowing what strategies to use, how to manage comprehension, and which
appropriate strategies are necessary for the particular reading task (Jaleel, 2016).
PROBLEM STATEMENT
"Students lack the necessary skills to analyse texts critically, infer meaning
from context clues, and evaluate information from them” (Fitrisia et al.,
2015)

“Although every student knows how to read, many have never learned good
reading skills” (Royse, 2001, p. 127).

This discrepancy can be attributed to the limited use of metacognitive

strategies during the reading process.
RESEARCH QUESTION
What is the metacognitive awareness of reading strategies
frequently used among post-graduate students UNIMAS?

What is the relationship between male and female students in

metacognitive awareness of reading strategies?

What is the metacognitive awareness of reading strategies between

poor and good English proficiency students?
 LITERATURE REVIEW
MARSI Vs SORS Metacognitive Awareness of Reading Strategies
• MARSI was designed only for native English readers (Mokhtari & "Metacognitive awareness of reading strategies is differ in gender"
Sheorey, 2002). (Mokhtari and Sheorey, 2002; Fitrisia et al., 2015; Fauzi and Ashadi,
• Survey of Reading Strategies (SORS) is more appropriate for English 2019).
Second Language learners who non-native English speakers (Mokhtari
and Sheorey, 2002). PROB frequently used in student reading that GLOB and SUB.

Theoretical Framework Language Proficiency in Reading

• Psycholinguistic models that characterised reading as an active process Naturalistic settings did not necessarily need to higher proficiency.
(Clarke and Silberstein, 1977; Coady, 1979). Instead, educational settings often necessary about higher proficiency,
• Reading is an interactive activity in which readers engage with the text especially higher grammatical competence (Li, 2014).
using prior knowledge and cultural background (Carrell, 1988;
Pritchard, 1990).
• Reading is a cognitive activity that results from interactions between the
reader and the text ( Annury et al., 2019) and to grasp, analyse, and
synthesise information gained from texts (Smith, 2014). .
 METHODOLOGY
Research Design
• descriptive research design
• Study conducted through surveys
Sample Size and Sampling Technique
• N=317 postgraduate students, UNIMAS
• Simple Random sampling
Data Collection and Analysis Method
• Questionnaire survey (Online Google Form)
• Adapted a Survey of Reading Strategies (SORS) by Mokhtari and
Sheorey (2002)
⚬ Section A: Demographic
⚬ Section B: Global Reading Strategies (GLOB) 13 items
⚬ Section C: Problem Solving Strategies (PROB) 8 items
⚬ Section D: Support Reading Strategies (SUP) 9 irems
• SPSS version 22
⚬ Independent T-Test
 CONCLUSION
In conclusion, this study is limit to UNIMAS Postgraduate students. Moreover, this study hopes to provide insight into
whether or not genders and proficiency levels affect students’ awareness in using reading strategies.