نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Reading is considered not only as one of the most essential language skills but also as a tool for expanding knowledge. Among the factors that contribute to effective learning, metacognitive awareness of reading strategies plays a pivotal role in enhancing learning processes. This awareness, which refers to an individual’s ability to monitor and regulate their mental processes while reading, is considered one of the key elements influencing the quality of both learning and teaching. The present quantitative study aimed to identify significant differences in metacognitive reading strategies among primary school education student-teachers studying in the teacher education centers in Rasht, based on gender, academic year, and type of metacognitive reading strategies. Data were collected from 180 student-teachers (90 males and 90 females, 91 first year and 89 final year), using the translated version of the Metacognitive Awareness of Reading Strategies Inventory and analyzed through ANOVA. The results revealed that male and female student- teachers were not equal in terms of their overall metacognitive reading strategies, with females demonstrating higher levels of awareness. However, no significant difference was found between first-year and final-year student-teachers regarding the overall level of this awareness. Moreover, a significant difference was observed in awareness of the three types of reading strategies (global, problem-solving, and support) between first-year and final-year student-teachers. In addition, the results revealed that first-year student- teachers in this study used global reading strategies significantly more than their final-year counterparts. The implications of these findings are discussed.
کلیدواژهها English
