|
Abstract
|
The importance of reading skills and metacognitive strategy awareness to both language learners and to the trainers have become recognized in recent years. As mentioned above, while most studies found positive correlations and effects of metacognitive strategy awareness on reading proficiency, some found quite the opposite. According to Zimmerman (2002, p.65), self-regulation "is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills". Self-regulation refers to self-generated thoughts that are oriented to attaining goals. The works of James, Piaget, and Vygotsky -three foundational theorists- taken together, provide an integrated, complementary set of perspectives on the “incestuously related” (Brown 1987, p. 66) phenomena of metacognition and self-regulation. In short, they acknowledged the relation between metacognitive strategies and self-regulation.
On the other hand, According to Bandura's (1986) social cognitive theory, self-regulation mediates between knowledge and action, and through self-regulation individuals evaluate their own experiences and thought processes. Self-regulation component of Bandura's (1986) social cognitive theory express the relationship between self-regulation and academic performances.
To put it simply, the question is the effectiveness of “self-regulation” as the mediator between metacognitive strategy awareness and reading proficiency through Structural Equation Model (SEM). Results of path analysis will have implications for English language learners and teaching of academic reading.
|