1. Studying Metacognitive
Identities in Senior Secondary
School Students
By,
Farah Syahida Ahmad
2011660642

2. Background of the study
• Reading skill mastery has eluded many
Malaysian senior secondary school students
• Proven by high-stakes assessment’s result
(SPM) where the results dropped for about
14.39% (2011-2012)
• Reading is the key to success
• The study intends to reveal what goes on the
mind of the students when they read English
passage

3. Statement of the problem
Topic
academic reading
ability
Justification
• past literature has not
identified metacognitive
identities employed by
students in the reading
process in Malaysian context
• many teachers report the
students inability to
comprehend English passage
Research Problem
A large number of
second language
learners do not portray
conspicuous academic
reading ability
Audience
• findings can be informative to
teachers in designing optimal
teaching-learning environments
• amendments can be done to the
current syllabus encompassing
academic reading strategies
Deficiencies
• An inquest of an individual’s
thinking during reading is
necessary for comprehensive
understanding of his or her
literacy development.

4. Conceptual framework
• indispensable components
• to comprehend the ways readers develop
metacognitive awareness and select active reading
strategies to implement as tactics
Conceptual
Framework
Metacognition
Transactional
Instruction
Strategy

5. Metacognition
involves thinking about
one’s own perceiving,
understanding, and
remembering
(Garner, 1987)
a learner’s knowledge of
cognitive
processes and his/her
regulation of such
(Brown, 1987)
2 paradigms
Metacognitive
knowledge
Metacognitive
convention
based on
experience
Knowledge
attained in
connection to
cognitive
process
The application
of cognitive
process

6. Transactional
Instruction
Strategy
conceptual
understanding
of
comprehension
instruction
Readers’ schemata
& socio cultural
experiences in
interpreting the
texts
the ability to
interpret the text
= the transaction
among the reader,
text & context

7. Purpose/Objectives of the study
• to unveil readers’ metacognitive identities
• to enlighten the ways which in higher level literacy
skills are employed during reading and interpreting
academic text
to examine readers’
cognitive processes
during reading
as well as
effect of
metacognitive
awareness on that
interaction
to determine
relationships among the
level of
metacognitive
awareness, reader
stance, use of self-
selected strategies, and
level of
understanding of
academic text
to examine the
relationship
between students’
reported awareness
about reading and
their actual reading
comprehension skills

8. Research Questions
RQ 1
What is the relationship between academic reading
comprehension and
students’ metacognition?
RQ 2
What is the relationship between students’
metacognition and their stance toward the reading
task?
RQ 3
What is the relationship between traditional
comprehension measures and students’ level of
understanding?

9. Significance of the study
Will reveal students’ self-
selected active reading
strategies/tactics used during
academic literacy tasks
create pathway for
responsive reading
pedagogy emerges that
may meet the individual
needs of students

10. Limitation and delimitation of the
study
• bounded by certain practical, logistical (urban
area), and philosophical factors
• does not measure effects of instruction

11. Definitions of Terms
• Metacognition: The process a person engages
in as he or she thinks about his or her thinking
and learning
• Metacognitive identity: Pre-existing tactics
and/or strategies for thinking metacognitively,
such as one’s unique repertoire of reading
strategies used during reading
comprehension.

12. • Intertextuality notes: Transposing text read
into another text, such as notes, visualization,
mind map, underlining or annotating text
based on important ideas.

13. The End