DOI: https://doi.org/10.14710/parole.v13i2.%25p

The Impact of Reading Strategy Instruction Based on QAR with Visually-Oriented Learners

1UIN Walisongo Semarang, Indonesia

2Universitas Ahmad Dahlan, Indonesia

3UIN Walisongo, Indonesia

4 Universitas Diponegoro, Indonesia

View all affiliations
Received: 1 Dec 2022; Revised: 25 Jun 2023; Accepted: 8 Aug 2023; Published: 8 Jul 2023.
Open Access Copyright (c) 2024 PAROLE: Journal of Linguistics and Education under http://creativecommons.org/licenses/by-sa/4.0.

Citation Format:
Abstract

Language learning styles and strategies have been developing for several years as one of the crucial parts of language learning. Metacognitive techniques have been looked into as aids for improving pupils' reading comprehension. The metacognitive strategy instruction should be integrated with students' different learning styles to help them be more effective and autonomous learners. Even though learning styles are crucial to language acquisition, few studies have examined the relationship between perceptual language learning and Indonesian students' use of metacognitive reading strategies. This study examined how metacognitive techniques were used when academic reading from a visually oriented standpoint to fill the gap. An open-ended questionnaire was employed in a descriptive quantitative study. There were fifteen experimental and fifteen students in the experimental class, and the data were analyzed quantitatively. They used a reading comprehension test adopted from the Baron TOEFL reading section to achieve the pre-test and the post-test scores. The statistical results showed a significant interaction in metacognitive strategy with a visually oriented style in pre and post-test with a p-value of 0.000 (p<0.05). The results of this study will persuade English teachers to provide metacognitive reading methods through suitable instructions and supervision so that students may put them into practice and advance their reading comprehension.

Fulltext View|Download
Keywords:  Perceptual learning styles  Reading comprehension  EFL learners  Metacognitive strategies  Learning strategies

Article Metrics:

Article Info
Section: Research Article
Language : EN
Recent articles
The Resistance and Negotiation of Religious Culture-Specific Terms in Translating Novel Cantik Itu Luka from Indonesian to French An Analysis of Phonological Stylistic Repetition in Slogans of International Products Marketed in Indonesia Sexist Utterance and Gender Stereotyping in the Novel Queen Alexine: Sara Mills' CDA Approach More recent articles
Most cited articles
Backmatter Frontmatter THE USE OF SCAFFOLDING TECHNIQUE TO IMPROVE THE STUDENTS’ COMPETENCE IN WRITING GENRE-BASED TEXTS Frontmatter COGNITIVISM AND ITS IMPLICATION IN THE SECOND LANGUAGE LEARNING More cited articles
  1. Aisami, R. S. (2015). Learning Styles and Visual Literacy for Learning and Performance. Procedia - Social and Behavioral Sciences, 176, 538–545. https://doi.org/10.1016/j.sbspro.2015.01.508
  2. Al-Dail, H. K., & Freahat, N. M. (2019). Saudi EFL Students Personality Types and Their Language Learning Strategies. Journal for the Study of English Linguistics, 7(1), 55. https://doi.org/10.5296/jsel.v7i1.14871
  3. Alharbi, M. A. (2015). Reading Strategies, Learning Styles and Reading Comprehension: A Correlation Study. Journal of Language Teaching and Research, 6(6), 1257. https://doi.org/10.17507/jltr.0606.13
  4. Amini, D., Anhari, M. H., & Ghasemzadeh, A. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation, and reading proficiency of Iranian EFL learners. Cogent Education, 7(1), 1787018. https://doi.org/10.1080/2331186X.2020.1787018
  5. Andriani, E., & Mbato, C. L. (2021). Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies. Journal on English as a Foreign Language, 11(2), 275–296. https://doi.org/10.23971/jefl.v11i2.3006
  6. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. https://www.google.com/books?hl=en&lr=&id=4RREDwAAQBAJ&oi=fnd&pg=PP1&dq=ary+2018&ots=8m5GJPkwtm&sig=wdEYCf4oOYVxy1i3u0LfhoaWJGk
  7. Bairmani, H. (2016). College Students’ Use of Language Learning Styles and Strategies
  8. Boardman, A. G., Boelé, A. L., & Klingner, J. K. (2018). Strategy Instruction Shifts Teacher and Student Interactions During Text-Based Discussions. Reading Research Quarterly, 53(2), 175–195. http://www.jstor.org/stable/26622506
  9. Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th ed.). Upper Saddle River, NJ: Pearson
  10. Chamot, A. U., & Kupper, L. (1989). Learning Strategies in Foreign Language Instruction. Foreign Language Annals, 22(1), 13–22. https://doi.org/10.1111/j.1944-9720.1989.tb03138.x
  11. Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? IRAL - International Review of Applied Linguistics in Language Teaching, 41(4), 279–291. https://doi.org/10.1515/iral.2003.013
  12. Deliany, Z., & Cahyono, B. Y. (2020). Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender. Studies in English Language and Education, 7(2), 421–437. https://doi.org/10.24815/siele.v7i2.17026
  13. Ehrman, M., & Oxford, R. (1990). Adult Language Learning Styles and Strategies in an Intensive Training Setting. The Modern Language Journal, 74(3), 311–327. https://doi.org/10.1111/j.1540-4781.1990.tb01069.x
  14. Feng, Y., Iriarte, F., & Valencia, J. (2020). Relationship Between Learning Styles, Learning Strategies and Academic Performance of Chinese Students Who Learn Spanish as a Foreign Language. The Asia-Pacific Education Researcher, 29(5), 431–440. https://doi.org/10.1007/s40299-019-00496-8
  15. Habók, A., & Magyar, A. (2019). The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use. Cogent Education, 6(1), 1616522. https://doi.org/10.1080/2331186X.2019.1616522
  16. Huang, T.-C., Chen, M.-Y., & Hsu, W.-P. (2019). Do Learning Styles Matter? Motivating Learners in an Augmented Geopark. Journal of Educational Technology & Society, 22(1), 70–81. https://www.jstor.org/stable/26558829
  17. Jafarpanah, Z., & Farahian, M. (2016). The Relationship between Learning Styles and Metacognitive Reading Strategy of EFL Learners. International Research in Education, 4(1), 47. https://doi.org/10.5296/ire.v4i1.8383
  18. Lui, C. J., Ferrin, S. E., Baum, D. R., & Randall, V. E. (2020). The Preferred Perceptual Learning Styles of Hispanic Higher Education Students. Journal of Hispanic Higher Education, 19(4), 404–421. https://doi.org/10.1177/1538192718801793
  19. Majooni, A., Masood, M., & Akhavan, A. (2015). Scientific Visualizations Based on Integrated Model of Text and Picture Comprehension via Eye-tracking. Procedia - Social and Behavioral Sciences, 176, 52–59. https://doi.org/10.1016/j.sbspro.2015.01.443
  20. Mirzaei, A., Rahimi Domakani, M., & Heidari, N. (2014). Exploring the relationship between reading strategy use and multiple intelligences among successful L2 readers. Educational Psychology, 34(2), 208–230. https://doi.org/10.1080/01443410.2013.785053
  21. Mokhtari, K., & Reichard, C. (2004). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System. https://doi.org/10.1016/j.system.2004.04.005
  22. Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental Relations Between Reading Comprehension and Reading Strategies. Scientific Studies of Reading, 21(3), 194–209. https://doi.org/10.1080/10888438.2017.1278763
  23. Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. IRAL - International Review of Applied Linguistics in Language Teaching, 41(4). https://doi.org/10.1515/iral.2003.012
  24. Oxford, R. L. (2011). Strategies for learning a second or foreign language. Language Teaching, 44(2), 167–180. https://doi.org/10.1017/S0261444810000492
  25. Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context.London, UK: Routledge
  26. Palincsar, A. S. (1986). Metacognitive Strategy Instruction. Exceptional Children, 53(2), 118–124. https://doi.org/10.1177/001440298605300203
  27. Pammu, A., Amir, Z., & Maasum, T. N. R. T. M. (2014). Metacognitive Reading Strategies of Less Proficient Tertiary Learners: A Case Study of EFL Learners at a Public University in Makassar, Indonesia. International Conference on Knowledge-Innovation-Excellence: Synergy in Language Research and Practice (2013), Organized by School of Language Studies and Linguistics, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia (National Uni, 118, 357–364. https://doi.org/10.1016/j.sbspro.2014.02.049
  28. Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. Annals of Child Development, 4, 89-129
  29. Raphael, T. E. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516–522
  30. Reid, J. M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21(1), 87–111. https://doi.org/10.2307/3586356
  31. Shannon, S. (2008). Using metacognitive strategies and learning styles to create self-directed learners. Institute for Learning Styles Journal, 1(2001), 14–28. http://www.auburn.edu/academic/education/ilsrj/Journal Volumes/Fall 2008 Volume 1 PDFs/Metacognitive Strategies and Learning Styles.pdf
  32. Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449. https://doi.org/10.1016/S0346-251X(01)00039-2
  33. Shi, C. (2011). A Study of the Relationship between Cognitive Styles and Learning Strategies. Higher Education Studies, 1(1), p20. https://doi.org/10.5539/hes.v1n1p20
  34. Singh, S. (2019). Developing reading comprehension through metacognitive strategy training. Asian EFL Journal, 23(3)
  35. Susantini, E., Puspitawati, R. P., Raharjo, & Suaidah, H. L. (2021). E-book of metacognitive learning strategies: design and implementation to activate student’s self-regulation. Research and Practice in Technology Enhanced Learning, 16(1), 13. https://doi.org/10.1186/s41039-021-00161-z
  36. Švarcová, E., & Jelínková, K. (2016). Detection of Learning Styles in the Focus Group. Procedia - Social and Behavioral Sciences, 217, 177–182. https://doi.org/10.1016/j.sbspro.2016.02.057
  37. Tashakkori, A., & Creswell, J. W. (2007). Editorial: The New Era of Mixed Methods. Journal of Mixed Methods Research, 1(1), 3–7. https://doi.org/10.1177/2345678906293042
  38. Uhrig, K. (2015). Learning styles and strategies for language use in the context of academic reading tasks. System, 50, 21–31. https://doi.org/10.1016/j.system.2015.02.002
  39. Yang, C., & Bai, L. (2019). The use of metacognitive strategies by Chinese PhD students of social sciences in Australian universities. International Journal of Educational Research, 97. https://doi.org/10.1016/j.ijer.2019.06.007

Last update:

No citation recorded.

Last update: 2024-08-30 23:06:09

No citation recorded.