Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates
View/ Open
Author(s)
Primary Supervisor
Rowan, Leonie
Other Supervisors
Li, Minglin
Year published
2016
Metadata
Show full item recordAbstract
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 ...
View more >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.
View less >
View more >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.
View less >
Thesis Type
Thesis (Professional Doctorate)
Degree Program
Doctor of Education (EdD)
School
School of Education and Professional Studies
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