Journal Information
|
| Research Areas |
| Publication Ethics and Malpractice Statement |
| Guidelines for Authors |
| For Authors |
| Instructions to Authors |
| Copyright forms |
| Submit Manuscript |
| Call for papers |
| Guidelines for Reviewers |
| For Reviewers |
| Review Forms |
| Contacts and Support |
| Support and Contact |
| List of Issues |
| Indexing |
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Comprehension is one of the major challenges second language learners face during the reading process. One way of solving this problem is to create awareness and instruct learners to apply some learning strategies. The essence of this study is to examine students' awareness and application of metacognitive strategies in comprehending academic materials. Participants were 120 secondary students who completed a survey of reading strategies aimed at discerning the strategies readers report using when coping with academic reading tasks. Data collected were analyzed using both descriptive and inferential statistics involving frequency counts, percentages and Pearson product moment correlation statistics. The result revealed that secondary school students were aware of metacognitive strategies in reading and comprehension exercises. Finding showed that students applied these strategies in comprehending academic materials. It is also revealed that there was significant relationship between students' awareness and application of metacognitive strategies. It was therefore recommended that learners should be guided into using different metacognitive strategies in reading and comprehension since students who demonstrate a wide range of metacognitive skills perform better in examinations and complete work more efficiently. |
| Keywords: strategies, English as a second language, reading, awareness, application and metacognition |
| Download full paper |
