About this paper

Appears in:
Pages: 5387-5392
Publication year: 2013
ISBN: 978-84-616-3847-5
ISSN: 2340-1095

Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain

OBJECTIVE AND SUBJECTIVE ASSESSMENT OF PRE-SERVICE TEACHERS’ METACOGNITIVE STRATEGIES IN ENGLISH AND SPANISH

A. Gómez-López1, C.B. Gómez-Ferragud2, V. Sanjosé-López1

1University of Valencia (SPAIN)
2Florida Universitaria (SPAIN)
Many Spanish universities are offering their students the possibility of studying a degree in English so that they could later apply their knowledge and have better labour opportunities in the European market. Since Higher Education learning is mainly an autonomous process, developing good metacognitive reading strategies is necessary for university students, as well as having an adequate level of English proficiency. We present a descriptive and exploratory study about university students’ self-perceive use of metacognitive strategies while reading Science texts in English (L2) and in Spanish (L1). The sample was made up of 110 second-year university students (20-25 years old) from a Spanish Pre-Service Teacher Faculty. We used an external, objective measure of their metacognitive skills based on the Error Detection Paradigm (Baker,1979), and also a more subjective one, based on a well-known, self-administered instrument, the Metacognitive Awareness Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002). In a first session, we obtained the objective measure. Students were asked to read three short manipulated texts (210-240 words) about general science topics in each language. Each of them included 4 embedded errors. Students had to assess their comprehensibility for educational purposes. In a second session, students answered the MARSI for reading strategies in each language. Results showed that most students were over-confident about their use of metacognitive strategies when reading in English. Their answers in the MARSI for English and Spanish reading were very similar, but their performance in the objective task was quite different. Therefore, this kind of self-administered instruments to assess metacognitive skills development should be used with caution: answers by students having low metacognitive development could be non-accurate so providing wrong data to researchers.
@InProceedings{GOMEZLOPEZ2013OBJ,
author = {G{\'{o}}mez-L{\'{o}}pez, A. and G{\'{o}}mez-Ferragud, C.B. and Sanjos{\'{e}}-L{\'{o}}pez, V.},
title = {OBJECTIVE AND SUBJECTIVE ASSESSMENT OF PRE-SERVICE TEACHERS’ METACOGNITIVE STRATEGIES IN ENGLISH AND SPANISH},
series = {6th International Conference of Education, Research and Innovation},
booktitle = {ICERI2013 Proceedings},
isbn = {978-84-616-3847-5},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2013},
year = {2013},
pages = {5387-5392}}
TY - CONF
AU - A. Gómez-López AU - C.B. Gómez-Ferragud AU - V. Sanjosé-López
TI - OBJECTIVE AND SUBJECTIVE ASSESSMENT OF PRE-SERVICE TEACHERS’ METACOGNITIVE STRATEGIES IN ENGLISH AND SPANISH
SN - 978-84-616-3847-5/2340-1095
PY - 2013
Y1 - 18-20 November, 2013
CI - Seville, Spain
JO - 6th International Conference of Education, Research and Innovation
JA - ICERI2013 Proceedings
SP - 5387
EP - 5392
ER -
A. Gómez-López, C.B. Gómez-Ferragud, V. Sanjosé-López (2013) OBJECTIVE AND SUBJECTIVE ASSESSMENT OF PRE-SERVICE TEACHERS’ METACOGNITIVE STRATEGIES IN ENGLISH AND SPANISH, ICERI2013 Proceedings, pp. 5387-5392.
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