The Effects of Cognitive Strategies i.e. Note-Making and Underlining on Iranian EFL Learners’ Reading Comprehension

Amir Mahdavi, Sadaf Azimi

Abstract


The purpose of this study was to investigate the effects of using cognitive strategies namely note- making and underlining, on Iranian EFL learners’ reading comprehension. In doing so, 60 female fourth year high school EFL learners were selected by means of the NELSON test (050A). They were then divided randomly into three groups, each group consisting of 20 homogeneous students: two experimental groups, and one control group. The experimental groups practiced note making (group A) and underlining reading strategies (group B) on the same reading materials while the control group received the placebo. Then, all the subjects in the three groups took the same reading comprehension test. The results of a One-way Analysis of Variance (ANOVA) and a post-hoc analysis of the Scheffe test showed that the learners who utilized note-making and underlining strategies outperformed the control group (p<.05). Furthermore, the experimental group who received note-making instruction revealed a higher efficiency than underlining group. As a result it can be concluded that note making and underlining have had positive effects on students’ rate of reading comprehensibility.

 


Keywords


Cognitive Strategies, Note- Making, Underlining, Reading Comprehension

Full Text:

PDF

References


Afflerbach, P. (1990). The influence of prior knowledge on expert readers’ main idea construction strategies. Reading Research Quarterly, 25, pp. 31-46.

Baker, W. (2004). Learning strategies in reading and writing: EAP contexts. RELC Journal, 35(3), 299-328.

Boch, F. and Piolat, A. (2005). Note taking and learning: A Summary of research. The WAC Journal, 16, 101-113.

Brown, A. L., and J. D., Day, (1983). Macrorules for summarizing texts: The development of expertise, Journal of Verbal Learning and Verbal Behavior, 22, pp. 1-14.

Carrell, P. L. (1989). Metacognitive Awareness and Second Language Reading, the Modern Language Journal, 73(2), pp. 121-134.

Dunkel, P. (1988). The content of L1 and L2 students’ lecture notes and its relation to test performance. TESOL Quarterly, 22, 259-281.

Flavell, J.H., Speer, J.R., Green, F.L. and August, D.L. (1981). The Development of Comprehension Monitoring and Knowledge about Communication, Monographs of the Society for Research in Child Development, 46(5), pp. 1-65.

Fowler, W. S., & Coe, N. (1976). Nelson English Language Tests. London: Butler and Tannerltad.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly. 25 (3): 375-406

Hismanoglu, M. (2000). Language learning strategies in foreign language learning and teaching. The Internet TESL Journal, 6(8).

Kern, R. G. (1997). L2 Reading Strategy Training: A Critical Perspective. Unpublished paper presented at the AAAL Conference, Orlando, Florida, March 10, 1997.

O’Malley, J. M., and Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, NY: Cambridge University Press.

Singhal, M. (2001). Reading Proficiency, Reading Strategies, Metacognitive Awareness and L2 Readers. Reading Matrix, 1-9.

Tierney, J. E. R. R. J. (2005). Reading Strategies and Practices (Sixth ed.). Boston: Pearson Education, Inc.

Van Hout- Wolters, B. (1990). Teachers’ selection of key phrases in instructional texts, Paper presented at the 40th annual meeting of the National Reading Conference in Miami, FL.




DOI: http://dx.doi.org/10.7575/ijalel.v.1n.6p.1

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.