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Abstract
Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data. The quantitative data were test scores collected as part of a pre-experiment. The pre-experiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a self-assessment of reading strategies checklist. The qualitative data were obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.
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References
- Baniabdelrahman, A.A. (2010). The effect of the use of self-assessment on EFL students’ performance in reading comprehension in English. TESL-EJ, 14 (2), 1-22
- Creswell, J.A. (2014). Research design: qualitative, quantitative, and mixed-method research (4th ed.). London: Sage.
- Dhillon, B. P. S., Herman, H., & Syafryadin, S. (2020). The effect of skimming method to improve students’ ability in reading comprehension on narrative text. Linguists: Journal Of Linguistics and Language Teaching, 6(1), 77-88.
- Ditzel, S. N. (2010). Metacognitive reading strategies can improve self-regulation. Journal of College Reading and Learning, 40(2), 45-63.
- Estacio, M. J. M. (2013).Bilingual readers’ metacognitive strategies as predictors of reading comprehension. Philippine ESL Journal, 10, 179-199.
- Esteve, O., Trenchs, J.T., Pujola, J., Arumi, M. & Birello, M. (2012). The ELP as a mediating tool for the development of self-regulation in foreign language learning university contexts: An ethnographic study. In Kuhn, B. & Perez Cavana, M. (Eds.), Perspectives from the European Language Portfolio: Learner autonomy and self-assessment (pp. 73-99). Oxon: Routledge.
- Iwai, Y. (2011). The effects of metacognitive reading strategies: Pedagogical implications for EFL/ESL teachers. The Reading Matrix, 11(2), 150-157.
- Martina, F., Syafryadin, S., & Utama, J. A. (2020). The Practice of extensive reading among EFL learners in tertiary level. Yavana Bhasha: Journal of English Language Education, 3(2), 56-72.
- Martina, F., Syafryadin, S., Rakhmanina, L., & Juwita, S. (2020). The effect of time constraint on student reading comprehension test performance in narrative text. Journal of Languages and Language Teaching, 8(3), 323-329.
- Nergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes, 12, 1-9.
- Neuman, W. L. (2014). Social research methods: qualitative & quantitative approaches (7th ed.). Essex: Pearson
- Perez Cavana, M. L. (2012). Fostering strategic, self-regulated learning: the case for a ‘soft’ ELP. In B. Kuhn & M. Perez Cavana (Eds.), Perspectives from the European Language Portfolio: Learner autonomy and self-assessment (pp. 143-160). Oxon: Routledge
- Shahrakipour, H. (2014). On the impact of self-assessment on EFL learners’ receptive skills performance. AJTLHE, 6 (1), 1-13
- Tarricone, P. (2011). The taxonomy of metacognition. Hove/UK: Psychology Press
- Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. The Reading Matrix, 14(2), 314-336.
- Wibowo, Y., Syafrizal, S., & Syafryadin, S. (2020). An Analysis of English teachers’ strategies in teaching reading comprehension. JALL (Journal of Applied Linguistics and Literacy), 4(1), 20-27.
- Yuksel, I., &Yuksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia – Social and Behavioral Sciences, 31, 894-898.
References
Baniabdelrahman, A.A. (2010). The effect of the use of self-assessment on EFL students’ performance in reading comprehension in English. TESL-EJ, 14 (2), 1-22
Creswell, J.A. (2014). Research design: qualitative, quantitative, and mixed-method research (4th ed.). London: Sage.
Dhillon, B. P. S., Herman, H., & Syafryadin, S. (2020). The effect of skimming method to improve students’ ability in reading comprehension on narrative text. Linguists: Journal Of Linguistics and Language Teaching, 6(1), 77-88.
Ditzel, S. N. (2010). Metacognitive reading strategies can improve self-regulation. Journal of College Reading and Learning, 40(2), 45-63.
Estacio, M. J. M. (2013).Bilingual readers’ metacognitive strategies as predictors of reading comprehension. Philippine ESL Journal, 10, 179-199.
Esteve, O., Trenchs, J.T., Pujola, J., Arumi, M. & Birello, M. (2012). The ELP as a mediating tool for the development of self-regulation in foreign language learning university contexts: An ethnographic study. In Kuhn, B. & Perez Cavana, M. (Eds.), Perspectives from the European Language Portfolio: Learner autonomy and self-assessment (pp. 73-99). Oxon: Routledge.
Iwai, Y. (2011). The effects of metacognitive reading strategies: Pedagogical implications for EFL/ESL teachers. The Reading Matrix, 11(2), 150-157.
Martina, F., Syafryadin, S., & Utama, J. A. (2020). The Practice of extensive reading among EFL learners in tertiary level. Yavana Bhasha: Journal of English Language Education, 3(2), 56-72.
Martina, F., Syafryadin, S., Rakhmanina, L., & Juwita, S. (2020). The effect of time constraint on student reading comprehension test performance in narrative text. Journal of Languages and Language Teaching, 8(3), 323-329.
Nergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes, 12, 1-9.
Neuman, W. L. (2014). Social research methods: qualitative & quantitative approaches (7th ed.). Essex: Pearson
Perez Cavana, M. L. (2012). Fostering strategic, self-regulated learning: the case for a ‘soft’ ELP. In B. Kuhn & M. Perez Cavana (Eds.), Perspectives from the European Language Portfolio: Learner autonomy and self-assessment (pp. 143-160). Oxon: Routledge
Shahrakipour, H. (2014). On the impact of self-assessment on EFL learners’ receptive skills performance. AJTLHE, 6 (1), 1-13
Tarricone, P. (2011). The taxonomy of metacognition. Hove/UK: Psychology Press
Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. The Reading Matrix, 14(2), 314-336.
Wibowo, Y., Syafrizal, S., & Syafryadin, S. (2020). An Analysis of English teachers’ strategies in teaching reading comprehension. JALL (Journal of Applied Linguistics and Literacy), 4(1), 20-27.
Yuksel, I., &Yuksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia – Social and Behavioral Sciences, 31, 894-898.