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Academic Paper


Title: The Effect of Linguality on Metacognitive Awareness of Reading Strategies
Author: Alireza Karbalaei
Email: click here TO access email
Institution: University of Mysore
Linguistic Field: Applied Linguistics
Subject Language: English
Abstract: This study investigated whether significant differences exist between dominant and/L/balanced bilingual readers in their metacognitive awareness and perceived use of specific/L/strategies when reading for academic purposes in English by using an ex-post facto design. Ninety three undergraduate college students in India (56 dominant vs. 37 balanced) completed an instrument designed to measure their metacognitive awareness of reading strategies after they read some reading comprehension passages. The results indicated that there is no significant difference between dominant and balanced bilingual students in employing metacognitive reading strategies and their sub-categories. Furthermore, no significant difference was reported in the scores of students with high and low proficiency in their aforementioned strategies. Finally, the interaction between linguality and proficiency was found to be non-significant in using metacognitive reading strategies and their sub-categories indicating that pattern of these strategies scores are similar for both high and low-proficient students without considering the bilinguality background.
Type: Individual Paper
Status: Completed
Venue: Australia
Publication Info: Book Chapter in Language and Literacy Education in a Challenging World, edited by Thao Lê, Quynh Lê, Megan Short


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