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Record identifier : 564646
Personal Name - Primary Intelectual Responsibility : Kazemi,Akram
Title and statement of responsibility : The Effect of Metacognitive Strategy Use on Iranian High school Students' Reading Comprehension Test Performance [Thesis]/کاظمی، اکرم;supervisor: Fahim;advisor: Khatib
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allame Tabataba'i University Faculty of Persian Literature and Foreign Languages Department of English Language and Literature
Summary or Abstract : .هدف تحقیق: بررسی تاثیر استفاده از راهبردهای فراشناختی روی انجام آزمون درک مطلب دانش آموزان دبیرستانی ایران‌است. پرسش های تحقیق: آیا استفاده از راهبرد فراشناختی تاثیری روی خواندن و درک مطلب دانش آموزان دبیرستانی ایران دارد؟ آیا استفاده از راهبرد فراشناختی تاثیری روی یادآوری مطلب دانش اموزان دبیرستان ایران دارد؟یافته های تحقیق۶ نتیجه مطالعه و تحقیق هر دو فرضیه را تایید کرد با وجود اینککه نتیجه این تحقیق تاثیر استفاده از راهبرد فراشناختی راروی درک مطلب نشان نداد اما این با آن معنا نیست که رابرد فراشناختی اهمیت خود را از دست داده است
: Many studies have investigated the relationship of test-takers' use of metacognitive strategies to the ESL ( English as a Second Language ) or EFL ( English as a Foreign Language ) reading test performance and all of them indicated a positive relationship between the use of metacognitive strategies and reading comprehension. Most related to the EFL were studies which focused more on academic reading or with the university students enrolling in the research. This study investigates the effect of metacognitive strategy use on Iranian high school students' reading comprehension and recall of the idea. The study employed both quantitative and qualitative data analyses.The participants were 105 female students who were majoring Mathematics and Human science in grade two in one of the high schools of district 19 in Tehran. They answered a 30-item metacognitive strategy questionnaire and took a 50-item Nelson test, a 20-item reading comprehension test and a 10-item recall test.The result of study didn't show any effect of metacognitive strategy use on the participants' performances in reading and recall test. As mentioned above, about the participants, it is not possible to generalize from this limited data generated from the study..
Topical Name Used as Subject : Reading comprehenhsion
: Strategy
: Lerning
Information of biblio record : TL
 
 
 
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