dc.Location	2014 LB 2805 M45
dc.Supervisor	Dr Clifton Chadwick
dc.contributor.author	El Mekawy, Asmaa Ahmed
dc.date.accessioned	2014-10-16T13:05:30Z
dc.date.available	2014-10-16T13:05:30Z
dc.date.issued	2014-05
dc.description.abstract	Metacognitive awareness presents a prerequisite for metacognition development among individuals. Researchers confirm that instruction of metacognition should be domain specific to motivate learners to adopt the practices that enhance their cognition and metacognition. Hence, the measurement of metacognition should be also domain specific. This has encouraged us to use Metacognitive Awareness of Reading Strategies Inventory (MARSI). The richness of the academic context in a country as U.A.E. is in desperate need for more investigations in the field of metacognition of its local and international students, and teachers. In this study, we examined the level of metacognitive awareness of reading strategies of freshmen university students (N = 169), followed by an examination of the reported strategy use of a subsample (n=29) compared to their actual strategy use when reading for studying. The results were quantitatively analyzed. One of the main findings in this study is that the students have medium to high levels of awareness, yet lack consistency between their self-reported and actual strategies. These findings and more are discussed in details demonstrating the theoretical and empirical implications.	en_US
dc.identifier.other	110105
dc.identifier.uri	http://bspace.buid.ac.ae/handle/1234/679
dc.language.iso	en	en_US
dc.publisher	The British University in Dubai (BUiD)	en_US
dc.subject	reading strategies	en_US
dc.subject	metacognitive awareness	en_US
dc.subject	freshmen college students	en_US
dc.subject	actual strategy use	en_US
dc.title	Metacognitive Awareness of Reading Strategies in Freshmen University Students	en_US
dc.type	Dissertation	en_US

Metacognitive Awareness of Reading Strategies in Freshmen University Students

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