Version 1
: Received: 14 August 2023 / Approved: 15 August 2023 / Online: 15 August 2023 (11:49:44 CEST)
How to cite:
Zamborova, K.; Klimova, B.; Fronckova, K. Exploration of the first-year university students’ metacognitive awareness about reading strategies. Preprints2023, 2023081117. https://doi.org/10.20944/preprints202308.1117.v1
Zamborova, K.; Klimova, B.; Fronckova, K. Exploration of the first-year university students’ metacognitive awareness about reading strategies. Preprints 2023, 2023081117. https://doi.org/10.20944/preprints202308.1117.v1
Zamborova, K.; Klimova, B.; Fronckova, K. Exploration of the first-year university students’ metacognitive awareness about reading strategies. Preprints2023, 2023081117. https://doi.org/10.20944/preprints202308.1117.v1
APA Style
Zamborova, K., Klimova, B., & Fronckova, K. (2023). Exploration of the first-year university students’ metacognitive awareness about reading strategies. Preprints. https://doi.org/10.20944/preprints202308.1117.v1
Chicago/Turabian Style
Zamborova, K., Blanka Klimova and Katerina Fronckova. 2023 "Exploration of the first-year university students’ metacognitive awareness about reading strategies" Preprints. https://doi.org/10.20944/preprints202308.1117.v1
Abstract
There have been a vast number of studies on reading strategies from different angles performed at various age levels. However, the COVID-19 pandemic has brought a challenge to students´ lives, especially at the university level where they have to struggle with reading many materials online and offline. Therefore, this study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among 192 Slovak freshmen university students in a Business English class during the COVID-19 pandemic. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment.
Keywords
metacognitive awareness; reading; global reading strategies; problem-solving strategies; support reading strategies; freshmen Slovak students; English
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
