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dc.rights.licenseAtribución-NoComercial 4.0 Internacional
dc.contributor.authorKhonamri, Fatemeh
dc.contributor.authorMahmoudi Kojidi, Elahe
dc.date.accessioned2019-06-28T01:57:05Z
dc.date.available2019-06-28T01:57:05Z
dc.date.issued2011
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/37721
dc.description.abstractWe report an investigation on the relationship between metacognitive awareness of reading strategies and comprehension monitoring of language learners in English as a foreign language context. Participants were thirty first year university students majoring in electronics. They completed a questionnaire aimed at discerning the strategies that readers use when coping with academic reading tasks. Participants were then divided into six groups according to their reading proficiency and metacognitive awareness. Think-aloud protocol analysis, error detection and retrospective questions were used to examine the comprehension monitoring of readers. The data were analysed through descriptive statistical procedures as well as t-tests. The results indicated the combined effect of metacognitive awareness of reading strategies and reading ability of academic reading texts on language learners’ comprehension monitoring. Reportamos una investigación sobre la relación entre la conciencia metacognitiva de las estrategias de lectura y el monitoreo de la comprensión de estudiantes de idiomas en un contexto de inglés como idioma extranjero. Los participantes fueron treinta estudiantes universitarios de electrónica de primer año. Ellos respondieron un cuestionario por medio del cual se podían identificar las estrategias que los lectores usan cuando se enfrentan a actividades de lectura académica. Los participantes fueron divididos en seis grupos, según su competencia lectora y su conciencia metacognitiva. Para examinar el monitoreo de la comprensión de los lectores se emplearon el análisis de protocolo de estimulación del recuerdo, la detección de errores y preguntas retrospectivas. Se analizó la información a través de la descripción de procedimientos estadísticos así como  t­-tests. Los resultados indicaron los efectos combinados de la conciencia metacognitiva respecto a las estrategias de lectura y la habilidad lectora de textos académicas en el monitoreo de la comprensión de estudiantes de lenguas.
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.publisherUniversidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.relationhttp://revistas.unal.edu.co/index.php/profile/article/view/25698
dc.relation.ispartofUniversidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
dc.relation.ispartofPROFILE Issues in Teachers' Professional Development
dc.rightsDerechos reservados - Universidad Nacional de Colombia
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.titleMetacognitive awareness and comprehension monitoring in reading ability of iranian efl learners
dc.typeArtículo de revista
dc.type.driverinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.eprintshttp://bdigital.unal.edu.co/27805/
dc.identifier.eprintshttp://bdigital.unal.edu.co/27805/2/
dc.relation.referencesKhonamri, Fatemeh and Mahmoudi Kojidi, Elahe (2011) Metacognitive awareness and comprehension monitoring in reading ability of iranian efl learners. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal Vol.13 No. 2: Issues in Teachers' Professional Development; 99-111 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal .
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.subject.proposalTESOL
dc.subject.proposalEFL
dc.subject.proposalComprehension monitoring
dc.subject.proposalmetacognitive awareness
dc.subject.proposalproficient readers
dc.subject.proposalreading comprehension
dc.subject.proposalreading strategies.
dc.type.coarhttp://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.contentText
dc.type.redcolhttp://purl.org/redcol/resource_type/ART
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2


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Atribución-NoComercial 4.0 InternacionalThis work is licensed under a Creative Commons Reconocimiento-NoComercial 4.0.This document has been deposited by the author (s) under the following certificate of deposit