dc.contributor.advisor | Ahmed, Sabreena | |
dc.contributor.author | Doly, Fahmira Akther | |
dc.date.accessioned | 2021-10-03T06:00:27Z | |
dc.date.available | 2021-10-03T06:00:27Z | |
dc.date.copyright | 2021. | |
dc.date.issued | 2021-05 | |
dc.identifier.other | ID: 19163003 | |
dc.identifier.uri | http://hdl.handle.net/10361/15100 | |
dc.description | This thesis report is submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2021. | en_US |
dc.description | Cataloged from PDF version of thesis. | |
dc.description | Includes bibliographical references (pages 73-91). | |
dc.description.abstract | Students of English language classrooms in English to Speakers of Other Languages (ESOL)
context often face difficulties in understanding English texts. Research suggests that various
metacognitive reading strategies may help students to improve reading comprehension. To date,
there has been limited studies on this aspect in an ESOL context such as Bangladesh. Thus, this
study explored how a training on metacognitive strategies affect tertiary level students’ reading
comprehension. The researcher chose a qualitative, multiple case study approach to conduct the
study. In the first phase, the participants were asked to comprehend a text without any training on
metacognitive strategies. The second phase consisted of a training on metacognitive strategies of
reading while the third phase asked the participants to read a new text utilising the learnt strategies.
Finally, the participants shared their views on their experience through a semi-structured interview.
The findings revealed that students have improved their ability to comprehend a text after receiving
the metacognitive training in terms of timing, fluency and motivation for reading. The study has
pedagogical and theoretical implications as well as replicable for any teacher researcher in a similar
ESOL context. | en_US |
dc.description.statementofresponsibility | Fahmira Akther Doly | |
dc.format.extent | 140 Pages | |
dc.language.iso | en_US | en_US |
dc.publisher | Brac University | en_US |
dc.rights | Brac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. | |
dc.subject | Metacognitive reading strategy | en_US |
dc.subject | Academic reading | en_US |
dc.subject | Bangladeshi ESOL learners | en_US |
dc.subject | Reading comprehension | en_US |
dc.subject | Metacognitive training | en_US |
dc.title | Using metacognitive strategies in academic reading: A case study on Bangladeshi ESOL learners | en_US |
dc.type | Thesis | en_US |
dc.contributor.department | Department of English and Humanities, Brac University | |
dc.description.degree | M. in English | |