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  • Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates

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    Wright_2016_01Thesis.pdf (1.856Mb)
    Author(s)
    Wright, Janette Maria
    Primary Supervisor
    Rowan, Leonie
    Other Supervisors
    Li, Minglin
    Year published
    2016
    Metadata
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    Abstract
    Skilled readers are often characterised as more metacognitively aware than less skilled readers. This thesis reports on findings from a study that explored metacognitive awareness of reading strategy usage of Emirati learners of English as a foreign language (EFL) enrolled in post-secondary educational institutions in the Emirate of Abu Dhabi in the United Arab Emirates (UAE). The research had two key goals: first, to identify participants’ metacognitive awareness of the reading strategies they use when reading academic texts in English and, second, to establish whether there were any identified differences between male and ...
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    Skilled readers are often characterised as more metacognitively aware than less skilled readers. This thesis reports on findings from a study that explored metacognitive awareness of reading strategy usage of Emirati learners of English as a foreign language (EFL) enrolled in post-secondary educational institutions in the Emirate of Abu Dhabi in the United Arab Emirates (UAE). The research had two key goals: first, to identify participants’ metacognitive awareness of the reading strategies they use when reading academic texts in English and, second, to establish whether there were any identified differences between male and female participants. Together, these goals allow the study to contribute to the development of effective L2 English language development in the UAE. Located within the pragmatic research paradigm, the study involved a mixed methodology and an explanatory sequential design. It consisted of two phases: the first, quantitative phase surveyed 386 students’ metacognitive awareness using the Survey of Reading Strategies (SORS; Mokhtari & Sheorey, 2002) consisting of a 28-item questionnaire. The next, qualitative phase involved a total of 40 participants, who were required to read a selected passage and reflect on their reading and thinking process using a think aloud protocol.
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    Thesis Type
    Thesis (Professional Doctorate)
    Degree Program
    Doctor of Education (EdD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/2021
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Reading strategies, United Arab Emirates
    English as a foreign language (EFL), United Arab Emirates
    Metacognitive awareness
    Emirati learners of English as a foreign language (EFL)
    Post - secondary education, United Arab Emirates
    Publication URI
    http://hdl.handle.net/10072/365837
    Collection
    • Theses - Higher Degree by Research

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