Learners’ Reading Metacognition and Summary Writing Skills Nested in Psychological and Sociocultural Factors
Date
2023-10-16
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
35
Number/Issue
2
Starting Page
138
Ending Page
159
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Abstract
This paper investigates the relationship between secondary school students’ reading metacognition and summary writing skills—which represent a part of their academic language skills—within a network of psychological and sociocultural factors consisting of positivity, tolerance and respect, resilience, and culture and cooperation. We used data from the 2018 OECD’s Programme for International Student Assessment (PISA) database (n = 612,004) from 79 countries. We conducted a series of confirmatory factor analyses (CFA) to validate the variance and covariance structure of the tests and questionnaires used. Next, we performed structural equation modeling (SEM) to investigate the effect of the predictors on reading metacognition and summary writing skills. A significant relationship was found between sociocultural factors, reading metacognition, and summary writing skills. We propose that it is essential to consider how a student’s background, experiences, and school curriculum determine how these indicators present themselves in each student and affect their academic language performance.
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Keywords
reading metacognition, summary writing skills, academic language performance, student background and experience, confirmatory factor analysis, structural equation modeling
Citation
Chan, C. M. G., & Aryadoust, V. (2023). Learners’ reading metacognition and summary writing skills nested in psychological and sociocultural factors. Reading in a Foreign Language, 35(2), 138-159. https://hdl.handle.net/10125/67445
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