Awareness in Reading: EFL Students ' Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment

By Lawrence Jun Zhang. 2001

251 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8095d38b6684986d9b874a7c2b9c455a9695555e

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Citations in the corpus

Strategy Knowledge and Perceived Strategy Use: Singaporean Students’ Awareness of Listening and Speaking Strategies (2006, methodology): “The MAILSS questionnaire is part of an extended questionnaire, which also includes person knowledge and task knowledge (D.L. Zhang, 2001).”
The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition (2010, background): “…metacognition has been the focus of many research studies (Carrell, Gajduske, & Wise, 1998; Wenden, 1998) because reading comprehension is a complex cognitive process that requires thinking about what the reader knows and the application of the reading processes (Baker, 2002; Zhang, 2001, 2008).”
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading (2010, background): “Unfortunately, except for a few studies (e.g., Cotterall & Murray, 2009; Goh, 1997; White, 1999; Zhang, 2001; Zhang & Goh, 2006), many researchers have examined LLSs without focusing on the connection between EFL students’ metacognitive knowledge and their strategy use as dynamic systems in relation”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “…readers generally display a higher degree of metacognitive awareness, which enables them to use reading strategies more effectively and efficiently than their unsuccessful peers (Carrell, 1989; Carrell et al., 1998; Hudson, 1998; Sheorey & Mokhtari, 2001; Zhang, 2001; Zhang et al., 2008).”
Gender Differences in Reading Strategy Use among ESL College Students (2005, background): “…for college second language readers (Anderson, 1991; Block, 1992; Cabral & Tavares, 2002; Carrell, Pharis, & Liberto, 1989; Upton, 1997; Yang, 2002; Zhang, 2001), and thus whatever gender differences that exist at lower profi ciency levels could be largely neutralized for advanced students.”
Metacognition and learning: conceptual and methodological considerations (2006, background): “Much research on metacognition only pertains to one specific task or domain, such as reading and text studying (Afflerbach, 1990; Leutner & Leopold, 2000; Nist, Simpson & Olejnik, 1991; Otero, Campanario & Hopkins, 1992; Van Kraayenoord & Schneider, 1999; Veenman & Beishuizen, 2004; Zhang, 2001), wr”
The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. (2011, background): “Zhang (2001) looked at awareness of metacognitive strategies for different Englishproficiency levels of Chinese EFL college students who were learning English in their country.”
Metacognitive Beliefs and Strategies in Learning Chinese as a Foreign Language. (2009, background): “It confirms the proposal that learner autonomy presupposes a high degree of metacognitive awareness (Chamot, 2005; Zhang 2001).”
The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, result): “The findings of this study are, therefore, in line with those obtained by some previous studies (e.g., Anderson, 1991; Baker & Brown, 1984; Block, 1992; Cabral & Tavares, 2002; Carrell et al., 1989; Garner, 1987; Pressley & Afflerbach, 1995; Upton, 1997; Yang, 2002; Zhang, 2001).”