Questioning the Metacognitive Reading Strategies in an English-Medium Instruction (EMI) Setting

Mustafa Coban, Salim Razı

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)

Abstract

English-medium instruction (EMI) has already been an inseparable component of numerous tertiary education systems across the globe. As a receptive skill, reading is considered to be the main input source in EMI contexts. Given the gap between departmental studies and intensive English programs, the complexity of reading texts in EMI courses can place a burden on university students, especially for those who cannot employ effective reading strategies. Therefore, this mixed method study aims to investigate the metacognitive reading strategies used by students at a technical university in Turkey where EMI is implemented in engineering departments. To triangulate the quantitative data retrieved from a scale called Metacognitive Reading Strategies Questionnaire (MRSQ), a focus group interview session was conducted with six participants. For data analysis, NVivo 12 Pro and Amazon AWS Transcribe were used. The quantitative results showed that the participants tended to use analytic strategies (determining the meaning of critical words, visualizing descriptions and drawing on self-knowledge) more than pragmatic ones (re-reading for better comprehension and making notes to help them remember). However, the qualitative results revealed that the interviewed participants favored pragmatic strategies: they made notes, underlined critical information, translated and used margins for notetaking. In addition, the participants highlighted the importance of guidance by their EMI instructors as regards the use of strategies. The pedagogical implications of this study encourage the implementation of both analytic and pragmatic reading strategies in EMI settings and highlight the importance of PD (Professional Development) activities to train subject teachers in implementing strategies in their courses.
Original languageEnglish
Title of host publicationEnglish as the Medium of Instruction in Turkish Higher Education
Subtitle of host publicationPolicy, Practice and Progress
EditorsYasemin Kirkgöz, Ali Karakaş
PublisherSpringer, Cham
Pages217-231
Number of pages15
Volume40
Edition1
ISBN (Electronic)978-3-030-88597-7
ISBN (Print)978-3-030-88596-0
DOIs
Publication statusPublished - 17 Feb 2022
Externally publishedYes

Publication series

NameMultilingual Education
Volume40
ISSN (Print)2213-3208
ISSN (Electronic)2213-3216

Bibliographical note

Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Keywords

  • Educational Psychology
  • Educational Policy and Politics
  • Language Education
  • Higher Education

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