An Investigation of Metacognition in Second Language Reading: A Case Study of a Thai Graduate Student at an American College
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บทคัดย่อ
This case study examines the reading performance of a Thai college student who was studying English as a foreign language (EFL) in a U.S. institution. Through the use of think-aloud protocols and semi-structured interviews, an EFL Thai student’s use of metacognitive strategies was documented while she was in the process of reading and comprehending two experimental English texts. The student’s think-alouds were analyzed using the metacognitive reading strategies framework proposed by Jimenez, Garcia and Pearson (1996). The interview transcriptions were analyzed by the content analysis. The findings revealed that three broad themes emerge from the analysis: (a) the participant’s reflections on the reading instruction in Thailand; (b) the reading strategies the participant employed at the beginning of the student’s life in the U.S., and (c) the reading strategies the participant demonstrated from the think-aloud protocols. This study provided the insightful information of the metacognitive reading strategies and instructional implications, which has accounted for the reading behavior of an EFL reader that might allow EFL students an opportunity to take this case study as a lesson to improve their literacy performance, and has called for teachers’ fostering in the critical reading instruction to students.
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เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารทดสอบระบบ ThaiJo2 ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรงซึ่งกองบรรณาธิการวารสาร ไม่จำเป็นต้องเห็นด้วย หรือร่วมรับผิดชอบใดๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารทดสอบระบบ ThaiJo2 ถือเป็นลิขสิทธิ์ของวารสารทดสอบระบบ ThaiJo2 หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อหรือเพื่อกระทำการใดๆ จะต้องได้รับอนุญาตเป็นลายลักอักษรจากวารสารทดสอบระบบ ThaiJo2 ก่อนเท่านั้น
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