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https://ptsldigital.ukm.my/jspui/handle/123456789/460069Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Noorieny Maarof, Prof. Madya Dr. | |
| dc.contributor.author | Azyyati Zakaria (P41878) | |
| dc.date.accessioned | 2023-09-13T09:38:03Z | - |
| dc.date.available | 2023-09-13T09:38:03Z | - |
| dc.date.issued | 2012-07-04 | |
| dc.identifier.other | ukmvital:120923 | |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/460069 | - |
| dc.description | Reading academic texts is essential at tertiary level education. However, many ESL readers perceive academic reading as difficult and boring. The main purpose of this study was to identify the types of meta-cognitive reading strategies, level of use of meta-cognitive reading strategies, and attitude towards ESL academic texts. This study also aimed to investigate (if any) the relationship between level of use of metacognitive reading strategies and attitude towards ESL academic texts. A total number of 158 ESL trainee teachers responded to a set of questionnaire and four randomly selected ESL trainee teachers were interviewed. The results of this study indicated that ESL trainee teachers were medium users of meta-cognitive reading strategies (M=3.66) in general, but portrayed high users of problem-solving strategies compared to global or support reading strategies. In terms of attitude, the ESL trainee teachers showed a moderate positive attitude towards ESL academic texts (M=3.47). The study also revealed a weak relationship between the level of use of three metacognitive reading strategies and attitude towards ESL academic texts. A multiple regression test was conducted and the results showed that problem solving strategy does not contribute as significantly as global or support reading strategies. These findings showed that the ESL trainee teachers’ level of use of meta-cognitive strategies has a weak relationship with their attitudes in reading. Further research needs to be conducted to examine the possible underlying reasons and behaviours of ESL trainee teachers’ choice on the various meta-cognitive reading strategies.,Certification of Masters/ Doctorial Thesis" is not available | |
| dc.language.iso | eng | |
| dc.publisher | UKM, Bangi | |
| dc.relation | Faculty of Education / Fakulti Pendidikan | |
| dc.rights | UKM | |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertation | |
| dc.subject | Dissertations, Academic -- Malaysia | |
| dc.subject | Language teachers -- In-service training | |
| dc.subject | English language -- Study and teaching -- Foreign speakers | |
| dc.subject | Teachers -- Certification | |
| dc.title | ESL trainee teacher's level of metacognitive reading strategies and attitude towards ESL academic texts | |
| dc.type | theses | |
| dc.format.pages | 150 | |
| dc.identifier.callno | LB1731.A995 2012 tesis | |
| dc.identifier.barcode | 002687 (2012) | |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_120923+SOURCE1+SOURCE1.0.PDF Restricted Access | 1.31 MB | Adobe PDF |  View/Open |
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