Investigation of the Relationship between Metacognitive Reading Strategies and Motivation: The Case of Iranian EFL Learners

Subject Areas : Journal of Teaching English Language Studies

Fatemeh Mohseni ¹ , Zohreh Seifoori ² , Saeideh Ahangari ³

1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Received: 2017-05-15 Accepted : 2017-06-14 Published : 2017-06-01

Keywords: Iranian EFL learners, metacognitive reading strategies, patterns of motivation,

Abstract :

This study was to investigate the use of metacognitive reading strategies, patterns of motivation aswell as the relationship between motivation and L2 readers’ metacognitive awareness andperceived use of strategies among Iranian EFL learners. A total number of 36 intermediate studentsfrom an English Institutes in Qazvin took part in this study. They were asked to fill in twoquestionnaires: (a) a questionnaire on motivation, which was developed by Vallerand et al. (1992),and (b) a questionnaire on Metacognitive awareness strategies in reading developed by Mokhtari& Reichard, (2002). The results of the study revealed that: 1) In the category of metacognitivereading strategies, problem solving was the most frequently used strategy and global and supportwas the least frequently used one. 2) There was no significant difference in terms of type ofmotivation among Iranian EFL learners 3) Positive relationship was found between both types ofmotivation and use of metacognitive reading strategies. This study suggested that readers’metacognitive awareness should be cultivated and strategy instruction should be integrated intothe teaching of reading.

References:

Alexander, P.A., & Jetton, T.L. (2000). Learning from text: a multidimensional and developmental
perspective.TESOL Quarterly, 26(2), 319-343.
Al Melhi, A. M. (2000). Analysis of Saudi college students' reported and actual reading strategies
along with their metacognitive awareness as they read in English as a foreign language.
Dissertation Abstracts International, 60, (7).
Anderson, N. J. (2002). The role of metacognitive in second language teaching and learning. ERIC
Digest, Retrieved fromhttp://www.cal.org/resources/digest/0110anderson.html
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 5, NO. 4, Spring 2017
126
Artino J. A.R. & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative
analysis of undergraduate and graduate students learning online. Internet and Higher
Education, 146-151.
Baird, J. R. (2001). Metacognition, purposeful inquiry and conceptual change. The student laboratory
and the science curriculum.London: Routledge.
Broussaard, S. C., & Garrison, M. E. B. (2004).The relationship between classroom motivation and
academic achievement in elementary school-aged children. Family and Consumer Sciences
Research Journal, 33(2), 106-120.
Cromley, J. G., & Azevedo, R. (2006). Self-report of reading comprehension strategies: What are we
measuring? Metacognition and Learning, 1, 229-247.
Çubukçu, F. (2009). Learner autonomy, self regulation and metacognition. International Electronic
Journal of Elementary Education, 2, 53-64.
Deci, E. L.,&Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior.
New York: Plenum.
Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. H. Kernis
(Ed.), Efficacy, Agency and Self-Esteem, 2, 31-49.
Dev, P. C. (1997). Intrinsic motivation and academic achievement. Remedial and Special Education,
18(10), 12-19.
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-
369.
Goh, C. (2002a). Teaching lstening in the language classroom. Singapore: SEAMEO Regional
Language Centre.
Goh, C. (2002b). Learners’ self-reports on comprehension and learning strategies for listening. Asian
Journal of English Language Teaching, 12, 46–68.
Goh, C. C. M., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT
Journal, 60, 222–232.
Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., &Boivin, M. (2010). Intrinsic,
identified, and controlled types of motivation for school subjects in young elementary school
children. British Journal of Educational Psychology, 80(4), 711–735.
Kuhn, D. (2000). Metacognitive development.Current Directions in Psychological Science, 9(5),
178-181.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-
316
Mokhtari, K., & C. Reichard. (2002). ‘Assessing students’ metacognitive awareness of reading
strategies’. Journal of Educational Psychology, 94, 249–59.http://dx.doi.org/10.1037/0022-
0663.94.2.249.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 5, NO. 4, Spring 2017
127
Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2000). Why are you learning a second
language? Motivational Orientations and Self-Determination Theory. Language Learning, 50,
57-85.
Noels, K. A. (2001a). Learning Spanish as a second language: Learners’ orientations and perceptions
of their teachers’ communication style. Language Learning, 51, 107-144.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston:
Heinle&Heinle.
Phakiti, A. (2003a). A closer look at therelationship of cognitive and metacognitive strategy use
to EFL reading comprehension test performance.Language Testing, 20, 26-56.
Phakiti, A. (2003b). A closer look at the relationship of cognitive and metacognitive strategy use to
EFLreading achievement test performance.Language Testing, 20(1), 26-56.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, andassessing.
Theory Into Practice, 41, 219-225.
Plakans, L. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English
for Academic Purposes. 8. 252-266.
Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading comprehension is
constructively responsive reading: How can such reading be developed in students?
Metacognition Learning, 1, 99–113.
Ryan, R. M., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation,
social development, and well being. American Psychologist, 78, 199–221.
Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: organizational view of social and
neurobiological aspects of self-regulation in behavior and development. American
Psychologist, 75, 174–2001
Salehi, M &Ziahosseini, S.M. (2007). An investigation of the relationship between motivation and
language learning strategies. Pazhuhesh-e Zabanha-ye Khareji, 41, 85-107.
Sheorey, R., &Mokhtari, K. (2001).Differences in the metacognitive awareness of reading strategies
amongnative and non-native readers.System, 29, 431-449
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B., & Vallières, É. F. (1992).
The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in
education. Educational and Psychological Measurement, 52, 1003–1017.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B.,&Vallières, É. F. (1993).
On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the
concurrent and construct validity of the academic motivational scale. Educational and
Psychological Measurement, 53, 159–172.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Zanna,
M. P. (Ed.). Advances in Experimental Social Psychology, 29, 271-360.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 5, NO. 4, Spring 2017
128
Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition
in L2 listening comprehension. Canadian Modern Language Review, 58, 556–575.
Vandergrift, L. (2003b). From prediction through reflection: Guiding students through the process of
L2 listening. Canadian Modern Language Review, 59, 425–440.
Vandergrift, L. (2005a). Relationships among motivation orientations, Metacognitive awareness and
proficiency in L2 listening. Applied Linguistics, 26, 70–89.
Zhang, D. (2001). Singaporean secondary three students’ metacognitive knowledge about English
oral skills learning. Unpublished Master’s Thesis, Nanyang Technological University,
Singapore
Zimmerman, B. J., & Schunk, D. H. (2001). Self-Regulated Learning and Academic Achievement.
Mahwah, NJ: Erlbaum.