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" The Interaction of Cognitive / Metacognitive Test-Taking Strategies and Learning Strategies in EFL Reading Comprehension Test Performance "
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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155347
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| Doc. No
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4490p
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| Call number
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4490
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| Main Entry
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Ghafournia, Narjes
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| Title Proper
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The Interaction of Cognitive / Metacognitive Test-Taking Strategies and Learning Strategies in EFL Reading Comprehension Test Performance
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| Supervisor
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; Akbar Afghari
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| Advisor
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; Mohammad Reza TalebineZhad
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| College
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Khorasgan
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| Date
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, 2012=1391
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| Degree
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PH.D
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| field of study
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, Teaching English
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| College
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, Khorasgan
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| student score
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, 1391/06/18, 1390/00/00
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| Page No
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xv , 259p.:Table , digrams
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| Note
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890
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| Abstract
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The study was an attempt to scrutinize the effect of cognitive/metacognitive test-taking strategies as well as reading strategies on reading comprehension test performance of Iranian students. A further concern was to examine the probable relationship between cognitive/metacognitive test-taking strategies, reading strategies, and the participants' academic disciplines. The probable interaction between cognitive/metacognitive test-taking strategies and different categories of reading strategies was also analyzed in this study. Finally, the probable relationship between cognitive and metacognitive test-taking strategies was explored. To this end, 947 Iranian MA students majoring in 19 academic disciplines under three divisions of Engineering, Basic Sciences, and Social Sciences and Humanities participated in this study. The participants filled out a reading strategy questionnaire, took a reading comprehension test, and answered a cognitive/metacognitive test-taking strategy questionnaire successively in one session. Finally, 30 participants gave a verbal report on the test-taking strategies they used when taking the reading test and explained the reading strategies they used to comprehend the reading texts as well. The gathered data were subjected to descriptive analysis, one-way analysis of variance, Tukey HSD test, Duncan test, and correlation and regression analyses. The findings revealed statistically significant differences among the participants of three educational groups as well as 19 academic disciplines in using overall/cognitive/metacognitive test-taking strategies and reading strategies. The findings also manifested a significant positive interaction between using overall/cognitive/metacognitive test-taking strategies and the participants' test performance. No significant interaction was found between the participants' levels of reading proficiency and using reading strategies. The findings further demonstrated significant interaction between cognitive/metacognitive test-taking strategies and reading strategies. Finally, a significant linear relationship was found between cognitive and metacognitive test-taking strategies. In general, the findings provided an empirical evidence for the classical as well as revised conceptual frameworks of language use, offered by Bachman and Palmer (1996, 2010). The findings also provided an empirical evidence for Bachman's (1990) conceptual framework for the components of language use..
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| electronic file name
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44901.pdf
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| Title and statement of responsibility and
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The Interaction of Cognitive / Metacognitive Test-Taking Strategies and Learning Strategies in EFL Reading Comprehension Test Performance [Thesis]; Akbar Afghari; Mohammad Reza TalebineZhad
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| Internal Bibliographies/Indexes Note
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Bibliography :p. 209-235
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