Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners
This thesis report is submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2021.
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Brac University
2021
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| Acesso em linha: | http://hdl.handle.net/10361/15100 |
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10361-151002021-10-03T21:01:32Z Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners Doly, Fahmira Akther Ahmed, Sabreena Department of English and Humanities, Brac University Metacognitive reading strategy Academic reading Bangladeshi ESOL learners Reading comprehension Metacognitive training This thesis report is submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2021. Cataloged from PDF version of thesis. Includes bibliographical references (pages 73-91). Students of English language classrooms in English to Speakers of Other Languages (ESOL) context often face difficulties in understanding English texts. Research suggests that various metacognitive reading strategies may help students to improve reading comprehension. To date, there has been limited studies on this aspect in an ESOL context such as Bangladesh. Thus, this study explored how a training on metacognitive strategies affect tertiary level students’ reading comprehension. The researcher chose a qualitative, multiple case study approach to conduct the study. In the first phase, the participants were asked to comprehend a text without any training on metacognitive strategies. The second phase consisted of a training on metacognitive strategies of reading while the third phase asked the participants to read a new text utilising the learnt strategies. Finally, the participants shared their views on their experience through a semi-structured interview. The findings revealed that students have improved their ability to comprehend a text after receiving the metacognitive training in terms of timing, fluency and motivation for reading. The study has pedagogical and theoretical implications as well as replicable for any teacher researcher in a similar ESOL context. Fahmira Akther Doly M. in English 2021-10-03T06:00:27Z 2021-10-03T06:00:27Z 2021. 2021-05 Thesis ID: 19163003 http://hdl.handle.net/10361/15100 en_US Brac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 140 Pages application/pdf Brac University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
en_US |
| topic |
Metacognitive reading strategy Academic reading Bangladeshi ESOL learners Reading comprehension Metacognitive training |
| spellingShingle |
Metacognitive reading strategy Academic reading Bangladeshi ESOL learners Reading comprehension Metacognitive training Doly, Fahmira Akther Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners |
| description |
This thesis report is submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2021. |
| author2 |
Ahmed, Sabreena |
| author_facet |
Ahmed, Sabreena Doly, Fahmira Akther |
| format |
Thesis |
| author |
Doly, Fahmira Akther |
| author_sort |
Doly, Fahmira Akther |
| title |
Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners |
| title_short |
Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners |
| title_full |
Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners |
| title_fullStr |
Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners |
| title_full_unstemmed |
Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners |
| title_sort |
using metacognitive strategies in academic reading: a case study on bangladeshi esol learners |
| publisher |
Brac University |
| publishDate |
2021 |
| url |
http://hdl.handle.net/10361/15100 |
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AT dolyfahmiraakther usingmetacognitivestrategiesinacademicreadingacasestudyonbangladeshiesollearners |
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