Tesis

Delving into postgraduate efl students\' digital reading metacognitive strategies and their nature of implementation across different proficiency levels / Riris Marisa

Abstrak
Digital literacy is recognized as an essential survival skill in the 21st century encompassing the competence to access administer incorporate analyze and synthesize information from online resources. Consequently exploring students reading habits and attitudes toward digital reading to gain a deeper understanding is highly valuable. This study aims to investigate the implementation of digital reading metacognitive strategies and non-cognitive processes which contribute to reading development in order to gain a more comprehensive insight of these strategies. This study employed an explanatory sequential mixed methods design (Creswell 2015) to analyze quantitative data with qualitative methods. It involved 25 second-year Master s students in English Language Education at Universitas Negeri Malang chosen through purposive sampling based on specific criteria (Creswell 2014). The population was 63 second-year Master rsquo s students. The criteria included their educational level (enrolled in an EFL-focused Master rsquo s program) English reading proficiency (based on their TOEFL ITP reading scores) and experience with digital reading (prior use of digital platforms or e-books) ensuring the findings were relevant. In the quantitative phase a questionnaire was obtained as the data collection instrument aiming to explore selected digital reading metacognitive strategies. Prior to distribution the questionnaire underwent expert validation to further refine its content. In addition the qualitative data collection aimed to explore non-cognitive processes in reading. The interview questions were validated following the Crafting the Questions framework by Nunan and Bailey (2009). Six participants were selected using purposive sampling categorized at the C1 B2 and B1 levels of the CEFR reading proficiency scale based on their TOEFL reading scores from the questionnaire. The number of participants selected for interviews was based on informational criteria as sampling was stopped once new participants no longer provided additional insights (Lincoln amp Guba 1985). The interviews were recorded and then analyzed utilizing thematic analysis (Braun amp Clarke 2006) guided by the hierarchical model of achievement motivation (Elliot amp Church 1997). The data showed that problem-solving strategies were implemented predominantly preceded by global reading strategies and later support strategies. However differences appeared when looking at reading proficiency levels. This suggests that problem-solving strategies are the most regularly applied especially for academic texts. Global reading strategies were important for advanced readers particularly at the C1 level while support strategies were utilized less by C1 readers and more by B2 and B1 readers indicating they may help those facing more challenges. Furthermore the qualitative data analysis uncovered non-cognitive processes that help explain the patterns observed in the quantitative results. The findings show that readers with a growth mindset believe that efforts can improve reading comprehension. However motivation levels varied affecting their reading achievement and engagement. More proficient readers not only had better comprehension but were also gad greater metacognitive reading awareness. These findings shed light on the implementation of online metacognitive reading strategies by EFL students and the non-cognitive processes that extend beyond these strategies offering new insights into a still-emerging field. From the students perspective improving digital reading skills involves combining metacognitive strategies prior knowledge higher-order thinking skills (HOTS) and motivation. Teachers should encourage students to set motivational reading goals and apply critical thinking and HOTS to enhance comprehension. Material developers can help by creating tasks that integrate metacognitive strategies promoting broader use of these strategies and fostering student independence in online learning. Finally this study also suggests to future researchers to include a larger number of participants to involve more institutions and to extend to other populations including non-academic environments to enhance the generalizability of future research and the varying outcomes. As the study emphasizes the significance of motivational factors in digital reading comprehension future research should explore a wider scope of language skills in relation to emotional motivational and behavioral self-regulation along with other psychological factors that influence digital reading comprehension performance in order to identify the emotional barriers to help readers reach their full potential in digital reading.

Informasi Detail

DDC

Rt 420.84 MAR d

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xv, 118 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00022/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MEMBACA - MODEL PEMBELAJARAN
2. BAHASA INGGRIS - MEMBACA DIGITAL
3. ENGLISH - READING - LEARNING MODEL

Pembimbing

1. Prof. Dr. Sri Rachmajanti, Dip.tesl, M.pd;2. Dr. Mirjam Anugerahwati, M.a.

Lampiran Berkas