DEVELOPING METACOGNITIVE AWARENESS READING QUESTIONNAIRE (MARQ) FOR READING COMPREHENSION; A PRELIMINARY STUDY
Abstract
This initial study seeks to create a Metacognitive understanding Reading Questionnaire (MARQ) to evaluate university students' understanding of metacognitive methods in reading comprehension. The MARQ emphasises critical tactics including preparation, monitoring, and evaluation, which are vital for enhancing reading comprehension, especially in academic and assessment environments such as the TOEFL. The study used a qualitative method to assess the initial usefulness of the MARQ, highlighting its potential to guide treatments and improve students' metacognitive awareness and reading ability. Three experts were asked to validate the questionnaire; one expert to validate a construct validation sheet and two experts to validate the content validity sheet. The statements in validation sheets used a Likert-scale from a range of Strongly Agree and Strongly Disagree. The results from the experts were then described in percentages to obtain the validity and reliability of the questionnaire. It is recommended that the tool undergo more improvement for wider use. Integrating metacognitive strategy training into the academic curriculum may augment learning results, enhance reading efficiency, and elevate overall performance in high-stakes reading assessments.
Keywords
Full Text:
PDFReferences
Andersen, N. J. (2002). The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics. http://www.cal.org/ericcll/DIGEST.
Baker, L., & Brown, A. L. (1980). CENTER FOR THE STUDY OF READING .METACOGNITIVE SKILLS AND READING. Longman, in press.
Banditvilai, C. (2020). The Effectiveness of Reading Strategies on Reading Comprehension. International Journal of Social Science and Humanity, 10(2), 46–50.
Dhieb-Henia, N. (2003). Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESP context. English for Specific Purposes, 22(4), 387–417. https://doi.org/10.1016/S0889-4906(03)00017-6
Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1(1), 3–14. https://doi.org/10.1016/j.edurev.2005.11.001
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring A New Area of Cognitive-Developmental Inquiry A Model of Cognitive Monitoring. American Psychologist, 34(10), 906–911.
Jake Follmer, D., & Sperling, R. A. (2018). Interactions between reader and text: Contributions of cognitive processes, strategy use, and text cohesion to comprehension of expository science text. Learning and Individual Differences, 67, 177–187. https://doi.org/10.1016/j.lindif.2018.08.005
Jing, W., Rahman, A. B. A., & Xiao, X. (2025). The Mediating Role of Students’ Metacognitive Awareness between Teachers’ Reading Strategies and Students’ Reading Performance. Journal of Curriculum and Teaching, 14(3), 292–307. https://doi.org/10.5430/jct.v14n3p292
khellab, F., Demirel, Ö., & Mohammadzadeh, B. (2022). Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students. SAGE Open, 12(4). https://doi.org/10.1177/21582440221138069
Manh Do, H., & Le Thu Phan, H. (2021). Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates. Arab World English Journal, 12(1), 90–112. https://doi.org/10.24093/awej/vol12no1.7
Masitoh, F., Fitriyah, I., & Mukminatien, N. (2023). DEVELOPING READING ASSESSMENT INSTRUMENT FOR INTERMEDIATE EFL LEARNERS: AZWAR MODEL. English Review: Journal of English Education, 11(3). https://doi.org/10.25134/erjee.v11i3.7461
Maxnun, L., Kristiani, K., & Sulistyaningrum, C. D. (2024). Development of hots-based cognitive assessment instruments: ADDIE model. Journal of Education and Learning, 18(2), 489–498. https://doi.org/10.11591/edulearn.v18i2.21079
McNamara, D. S. (2017). Self-Explanation and Reading Strategy Training (SERT) Improves Low-Knowledge Students’ Science Course Performance. Discourse Processes, 54(7), 479–492. https://doi.org/10.1080/0163853X.2015.1101328
Nurdianingsih, F. (2021). TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION. 4(2).
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition (Vol. 1).
Pandiangan, T., Parulian, S., Gaol, L., & Saragih, E. (2021). READING TEACHING STRATEGIES APPLIED BY ENGLISH TEACHERS IN SENIOR HIGH SCHOOL. Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK), 1(2), 72–81.
Romadhon, R. (2024). Enhancing Reading Comprehension Among Informatics Management Students through the Grammarian Android Game: A Classroom Action Research. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(2), 18–28. https://doi.org/10.37304/ebony.v4i2.13944
Rosnaeni, R., Dj, M. Z., & Nur, H. (2020). Students’ Metacognitive Awareness and Reading Comprehension of Narrative Texts. IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION), 74–86. https://doi.org/10.15408/ijee.v7i1.17027
Royanto, L. R. (2012). The Effect of An Intervention Program based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta. Procedia - Social and Behavioral Sciences, 69, 1601–1609. https://doi.org/10.1016/j.sbspro.2012.12.105
Saif, S., Ma, J., May, L., & Cheng, L. (2021). Complexity of test preparation across three contexts: case studies from Australia, Iran and China. Assessment in Education: Principles, Policy and Practice, 28(1), 37–57. https://doi.org/10.1080/0969594X.2019.1700211
Soto, C., Gutiérrez de Blume, A. P., Jacovina, M., McNamara, D., Benson, N., Riffo, B., & Kruk, R. (2019). Reading comprehension and metacognition: The importance of inferential skills. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1565067
Sun, Q., Zhang, L. J., & Carter, S. (2024). English as a foreign language learners’ metacognitive experiences and writing development: Unraveling the process of learning EFL writing. Learning and Individual Differences, 115. https://doi.org/10.1016/j.lindif.2024.102540
Syam, A. T., & Ermawati, E. (2024). The ADDIE Model on the Development English Materials for the Constitutional Law Study Program. Language Circle: Journal of Language and Literature, 18(2). http://journal.unnes.ac.id/nju/index.php/lc
Tajalli, P., & Satari, S. (2013). Effectiveness of Metacognitive Strategies on Reading Skills of Students with Hearing Disorders. Procedia - Social and Behavioral Sciences, 84, 139–143. https://doi.org/10.1016/j.sbspro.2013.06.524
Teng, M. F., & Zhang, L. J. (2024). Validating a new method for assessing young foreign language learners’ metacognitive knowledge. Research Methods in Applied Linguistics, 3(2). https://doi.org/10.1016/j.rmal.2024.100121
Zalha, F. B., Alfiatunnur, A., & Kamil, C. A. (2020). Strategies in Dealing With the Reading Section of “Toefl Prediction”: A Case of Aceh EFL Learners. IJEE (Indonesian Journal of English Education), 7(2), 2020. https://doi.org/10.15408/ijee.v7i1.17622
Zhang, L., & Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. In Electronic Journal of Foreign Language Teaching (Vol. 10, Issue 1). http://e-flt.nus.edu.sg/
DOI: http://dx.doi.org/10.29300/ling.v11i2.5370
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Linguists : Journal Of Linguistics and Language Teaching
Pusat Publikasi - Lembaga Penelitian & Pengabdian Masyarakat (LPPM)
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website : https://uinfasbengkulu.ac.id/
Email : linguists@mail.uinfasbengkulu.ac.id
Abstracting and Indexing by:
