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Title:	The effects of cognitive strategy instruction on ESL reading comprehension of year five primary students
Authors:	Vasanthi Subramaniam (P35109)
Supervisor:	Nooreiny Maarof, Prof. Dr.
Keywords:	Cognitive strategy ESL learners Reading comprehension Gender Language proficiency Universiti Kebangsaan Malaysia -- Dissertations
Issue Date:	6-Aug-2016
Description:	The purpose of the study was to examine the effects of cognitive strategy on students' English as a Second Language reading comprehension performance. Three different cognitive strategies were used: self-generated questioning, summarising and combined self-generated questioning and summarising. The study also investigated the effects of cognitive strategy instruction on students' reading comprehension performance by gender and language proficiency. In addition, the study examined students' and teachers' perceptions on the use of cognitive strategy instruction for reading comprehension. The study utilised a quasi-experimental research design and the sample comprised 153 Year Five students from intact classes of a primary school. Three classes were used as experimental groups using self-generated questioning, summarising, and combined self-generated questioning and summarising and one group was the control group that used conventional method. Data was collected using reading comprehension tests and focus group interviews. Quantitative data were analyzed using descriptive and inferential statistics (ANCOVA). Content analysis was conducted on the qualitative data. The findings of this study indicated that there was no significant difference in second language reading performance between the cognitive strategy groups and the conventional group, F(3, 148) = .45, p = .72, partial eta squared = .009. However, the mean scores of the post reading comprehension test indicated that the cognitive strategy groups scored higher than the conventional group. There was significant difference in posttest mean scores between the cognitive strategy groups and control groups for gender, F (3, 144) = 3.89, p = .01, with a medium effect size, partial eta squared = .08. There was no significant difference in posttest mean scores between the experimental groups and control group for language proficiency, F (6, 140) = 1.10, p = 0.37, partial eta squared = .05. There was no significant interaction effect among gender, language proficiency and strategy, F (6, 128) = 0.94, p = 0.47. Findings from the focus group interviews of students and teachers indicated that both had favourable perceptions on cognitive strategy instruction. Based on the research findings, it is suggested that cognitive strategy instruction can be considered as a possible approach for teachers to improve reading comprehension of young ESL learners.,Certification of Master's/Doctoral Thesis" is not available
Pages:	371
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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