Metacognitive strategies used by selected DLSU freshmen in comprehending a narrative and expository text: An exploratory study

This study describes the metacognitive strategies used by skilled and less skilled readers in comprehending a narrative and an expository text in English. It further investigates how factors such as reading ability, interest, prior knowledge and text type affect strategy choice and use. The participants were freshmen enrolled in English One at De La Salle University-Manila (DLSU-M). Think aloud protocols, and responses to the Barnett questionnaire and a semi-structured interview were analyzed and interpreted. Results reveal that a dominant strategy used by the skilled readers with the narrative text is word monitoring, and with the expository text, they used a variety and no one strategy surfaced as dominant. The less skilled readers dominantly used comprehension monitoring with both narrative text and expository texts. Further, it was found that the factors mentioned above all appeared to affect strategy choice and use in the sense that readers use different types of strategies depending on their reading ability, and on the presence or absence of prior knowledge and interest. This might have implications for reading education in terms of encouraging the explicit teaching of the use of metacognition in reading. Likewise, a longer and more intensive training of students in the use of strategies is recommended

Metacognition in ESL reading: Strategies used by selected DLSU freshmen in comprehending a narrative and an expository text

This study describes the metacognitive strategies used by skilled and less skilled readers in comprehending a narrative and an expository text in English. It further investigates how factors such as reading ability, interest, prior knowledge and text type affect strategy choice and use. The participants were freshmen enrolled in English One at De La Salle University-Manila (DLSU-M). Think aloud protocols, and responses to the Barnett questionnaire and a semi-structured interview were analyzed and interpreted. Results reveal that a dominant strategy used by the skilled readers with the narrative text is word monitoring, and with the expository text, they used a variety and no one strategy surfaced as dominant. The less skilled readers dominantly used comprehension monitoring with both narrative text and expository texts. Further, it was found that the factors mentioned above all appeared to affect strategy choice and use in the sense that readers use different types of strategies depending on their reading ability, and on the presence or absence of prior knowledge and interest. This might have implications for reading education in terms of encouraging the explicit teaching of the use of metacognition in reading. Likewise, a longer and more intensive training of students in the use of strategies is recommended

Social influences on successful learning in a L2: A proposed model from consensual qualitative research

Among the many challenges that college learners in the Philippines face, one of the most difficult may be the requirement to accomplish majority of their oral and written academic tasks not in their native language, but in their L2 which is English, and which is also the medium of instruction (MOI) for most of their courses in school. However, it is also a reality that not all students struggle. Some learners are proof that it is possible to succeed in learning subject matter in a L2 and do well academically. Many factors influence successful learning in a L2, and one potential factor is social influences. In the present study, 14 Filipino college ESL learners were interviewed about the social influences on their successful learning in a second language (L2) which is English. They were selected from five large universities in Metro Manila through purposive sampling method. This qualitative investigation was carried out from a constructivist/interpretivist research paradigm which holds that reality is constructed in the mind of the individual (Hansen, 2004 in Ponterotto, 2005) and that the goal of a study should be to understand the lived experiences from the point of view of those who live it day by day (Schwandt, 2000 in Ponterotto, 2005). Data were analyzed with the Consensual Qualitative Research (CQR) methodology (Hill, Thompson, & Williams, 1997 Hill et al., 2005) where interview transcripts were analyzed and domains and categories identified. Learning in a L2 to was found to be influenced by language exposure at home, language use in school, language use in the community, media, language use in society, and personal beliefs and preferences regarding language and language use. Specifically, these learners identified the positive influence and support of their parents (and other family members) and teachers and professors as a main contributor to their successful learning in a L2. It is also typical for these successful learners to use both their L1 and L2 in learning, depending on what is appropriate or useful to the task at hand. The learners also equate learning in English with learning/acquiring English. Thus, when they talk about influences on their learning, they mention being motivated by models of good English usage (i.e. good speakers of English). Clearly, social factors do not directly impact the learning process itself but instead affects the learners motivation to learn. This study sheds lights on the actual lived experiences of Filipino university students who are ESL learners as to the social influences that they perceive motivate them and thus contribute to their successful learning in a L2. The literature on social factors have mostly been concentrated on the acquisition of a L2 and not the L2 as language of instruction and learning, thus marginalizing those learners who have acquired the L2 and are utilizing it in actual learning. Nevertheless, the present study proves that to see how social influences actually impact learning, an understanding of how these factors actually influence motivation is essential. Research that describes the type of social environments necessary for academic success will always have both theoretical and practical significance. The findings serve to extend and deepen the understanding of these social influences as perceived and experienced by this group of learners