English Education Master Students' Perceptions on Metacognitive Strategy in Academic Reading

Autor/in	Wijaya, Kristian Florensio
Titel	English Education Master Students' Perceptions on Metacognitive Strategy in Academic Reading
Quelle	In: Acuity: Journal of English Language Pedagogy, Literature and Culture, 7 (2022) 2, S.150-160 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2541-0229
Schlagwörter	Foreign Countries; Masters Programs; Graduate Students; English Instruction; Preservice Teachers; Social Cognition; Metacognition; Content Area Reading; Learning Strategies; English (Second Language); Second Language Learning; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English langauage lessons; Englischunterricht; Soziale Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sinnerfassendes Lesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Indonesien
Abstract	Metacognitive strategy can bring varied fruitful influential impacts toward academic reading enterprises endured by graduate program university EFL learners. In this small-scale qualitative study, the researcher aimed to profoundly investigate English Education Graduate program Students' perceptions on metacognitive strategy in academic reading. To achieve this research objectivity, this study employed a qualitative content analysis method to obtain more specific portrayals out of the gathered data. 10 online Likert-scale questionnaire items were distributed to 18 English Education Graduate program Students, batch 2019, at Sanata Dharma University, Yogyakarta. After obtaining the data, the researcher also planned to make use of 5 open-ended written narrative inquiry questions to be responded to by 3 randomly selected interviewees derived from similar research samplings. Two major-specific themes were revealed namely: (1) Metacognitive strategy has successfully promoted more positive academic reading behaviors and (2) Metacognitive strategy allowed graduate program university EFL learners to achieve more fruitful academic reading outcomes. The main conclusion of these aforementioned findings is the internalization of metacognitive strategy at the beginning of academic reading dynamics is indispensably crucial in which graduate program university EFL learners can potentially transform into more mature, strategic, critical, and proficient L2 academic readers. (As Provided).
Anmerkungen	Acuity: Journal of English Language Pedagogy, Literature and Culture. Jl. Kolonel Masturi No. 288, Kec. Parongpong, Bandung Barat, 40559, Indonesia. e-mail: jurnal.acuity@unai.edu; Web site: https://jurnal.unai.edu/index.php/acuity/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01