The Impact of Metacognitive Reading Strategies on Master Students’ EFL Reading Proficiency and Academic Achievement

The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by...

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Published inActa paedagogica Vilnensia Vol. 48; no. 48; pp. 26 - 46
Main Authors Levchyk, Iryna, Chaikovska, Hanna, Mazur, Oksana, Adamska, Zoriana, Zakordonets, Nataliia
Format Journal Article
LanguageEnglish
Published Vilniaus Universiteto Leidykla 07.11.2022
Vilnius University Press
Vilniaus universiteto leidykla / Vilnius University Press
Subjects
academic achievement
Educational Psychology
Foreign languages learning
Higher Education
metacognitive reading strategies
reading comprehension
Sociology of Education
academic achievement
reading comprehension
metacognitive reading strategies
metakognityvinės skaitymo strategijos
teksto supratimas
akademiniai pasiekimai
Online AccessGet full text
ISSN1392-5016
1648-665X
DOI10.15388/ActPaed.2022.48.2

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Abstract The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading activities.
AbstractList The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading activities.
Author Chaikovska, Hanna
Levchyk, Iryna
Zakordonets, Nataliia
Adamska, Zoriana
Mazur, Oksana
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Metakognityvinių skaitymo strategijų įtaka magistrantūros studentų anglų kaip užsienio kalbos skaitymo įgūdžiams ir akademiniams pasiekimams
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Issue 48
Keywords academic achievement
reading comprehension
metacognitive reading strategies
metakognityvinės skaitymo strategijos
teksto supratimas
akademiniai pasiekimai
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SubjectTerms academic achievement
Educational Psychology
Foreign languages learning
Higher Education
metacognitive reading strategies
reading comprehension
Sociology of Education
Title The Impact of Metacognitive Reading Strategies on Master Students’ EFL Reading Proficiency and Academic Achievement
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