Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies
Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use...
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Institut Agama Islam Negeri (IAIN) Palangka Raya
2021-09-01
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Online Access: | https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/3006 |
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doaj-8091f61ec47c4c3392b9417cdf1b5bcd2021-10-03T11:44:40ZengInstitut Agama Islam Negeri (IAIN) Palangka RayaJournal on English as a Foreign Language2088-16572502-66152021-09-0111227529610.23971/jefl.v11i2.30061117Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategiesErina Andriani0Concilianus Laos Mbato1Master's Program in English Education, Universitas Sanata Dharma, YogyakartaMaster's Program in English Education, Universitas Sanata Dharma, YogyakartaMetacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the quantitative data analysis, the students used most metacognitive strategies to a high degree. The only significantly different strategy use was guessing meaning (F=0.232, p<0.05), where male students used it more often. From the qualitative data analysis, the female students used more strategy variations than the male students (20 and 18 strategy variations respectively). The students shared some similar and some different reasons to use metacognitive reading strategies. The results suggested the gender influence on male students to make predictions. The findings from this research will prompt English teachers to introduce metacognitive strategies in reading through appropriate instructions and guidance to enable the students to implement and develop their metacognitive strategies in academic reading.https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/3006academic readinggender differencemetacognitive strategiesundergraduate thesis |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Erina Andriani Concilianus Laos Mbato |
spellingShingle |
Erina Andriani Concilianus Laos Mbato Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies Journal on English as a Foreign Language academic reading gender difference metacognitive strategies undergraduate thesis |
author_facet |
Erina Andriani Concilianus Laos Mbato |
author_sort |
Erina Andriani |
title |
Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies |
title_short |
Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies |
title_full |
Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies |
title_fullStr |
Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies |
title_full_unstemmed |
Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies |
title_sort |
male and female indonesian efl undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies |
publisher |
Institut Agama Islam Negeri (IAIN) Palangka Raya |
series |
Journal on English as a Foreign Language |
issn |
2088-1657 2502-6615 |
publishDate |
2021-09-01 |
description |
Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the quantitative data analysis, the students used most metacognitive strategies to a high degree. The only significantly different strategy use was guessing meaning (F=0.232, p<0.05), where male students used it more often. From the qualitative data analysis, the female students used more strategy variations than the male students (20 and 18 strategy variations respectively). The students shared some similar and some different reasons to use metacognitive reading strategies. The results suggested the gender influence on male students to make predictions. The findings from this research will prompt English teachers to introduce metacognitive strategies in reading through appropriate instructions and guidance to enable the students to implement and develop their metacognitive strategies in academic reading. |
topic |
academic reading gender difference metacognitive strategies undergraduate thesis |
url |
https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/3006 |
work_keys_str_mv |
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