Postgraduate English Students’ Reading Comprehension and Content Retention across Major: Links to Metacognitive Strategy Use

Document Type : Original Article


Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran


Reading comprehension (RC) is of paramount importance for English learners at the postgraduate level who are expected to engage with complex technical texts, critically analyze scholarly articles, conduct extensive research, and effectively share their findings through writing. The purpose of the current ex-post-facto descriptive study was to assess Postgraduate English students’ RC in relation to their awareness of metacognitive reading strategies and the content retention (CR) of technical course content across major. To this end a purposive sample of 71 English language teaching (ELT) and literature (EL) students were selected to participate in the study. The research data were gleaned through a standardized RC test, the metacognitive awareness of reading strategies inventory (MARSI), and four process-oriented essay type syllabus-based tests along with two final exams that were administered to both groups. The statistical analyses of the research data indicated significant positive but weak relationship between RC and CR in both groups and significant, positive, and strong relationship between the EL students’ RC and MARSs. The findings will be discussed in relation to the factors that can impact retention of postgraduate course content.


Main Subjects

Article Title [Persian]

بررسی مهارت خواندن و درک مطلب و بیاد سپاری محتوا توسط دانشجویان زبان تحصیلات تکمیلی با توجه به جنسیت: ارتباط با کاربرد راهبردهای فراشناختی

Abstract [Persian]

مهارت خواندن و درک مطلب اهمیت بسیاری برای زبان آموزان تحصیلات تکمیلی دارد زیرا انتظار می رود که متون  پیچیده تخصصی را خوانده و درک کرد، مقالات علمی رابصورت انتقادی تحلیل  قرار دهند وبا انجام پژوهش یافته های خود را به شکلی موثربه اشتراک بگذارند. هدف تحقیق توصیفی حاضربررسی مهارت خواندن و درک مطلب، بیادسپاری محتوای آموزشی تخصصی، و آگاهی از راهبردهای فراشناختی خواندن  دانشجویان تحصیلات تکمیلی زبان انکلیسی با توجه به رشته تحصیلی آنها بود. برای دستیابی به این هدف نمونه ایی از 71 دانشجوی رشته آموزش زبان انگلیسی و ادبیات انگلیسی برای شرکت در تحقیق انتخاب شدند. داده های تحقیق با انجام یک آزمون خواندن و درک مطلب استاندار، اجرای پرسشنامه آگاهی از راهبردهای فراشناختی و چهار آزمون کلاسی فرآیند-محور و یک آزمون نهایی با توجه به سرفصل آمووزشی هر گروه گردآوری شد. تحلیل آماری داده های تحقیق با استفاده از آزمون همبستگی پیرسون نشانگر رابطه مثبت ولی ضعیف بین آگاهی فراشناختی از راهبردهای خواندن و بیادسپاری محتوای آموزشی در دو گروه بود. تنها مهارت خواندن متون غیر تخصصی دانشجویان ادبیات انگلیسی با آگاهی فراشناختی آنان ارتباط مثبت وبالایی داشت. یافته های تحقیق با توجه به عواملی که می توانند بیادسپاری را تحت تاثیر قرار دهند مورد بحث خواهد گرفت.

Keywords [Persian]

  • بیاد سپاری محتوا
  • تحصیلات تکمیلی
  • خواندن و درک مطلب
  • راهبردهای فراشناختی
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Volume 4, Issue 1 - Serial Number 1
January 2024
Pages 57-75
  • Receive Date: 05 September 2023
  • Revise Date: 12 October 2023
  • Accept Date: 10 December 2023