Self-regulation of Arabic Reading Comprehension of upper Elementary Students

Palabras clave: Comprensión lectora; SRL; Estrategias cognitivas; Eficacia propia; estrategias metacognitivas de lectura

Resumen

Este estudio examina los procesos de autorregulación de la comprensión lectora en árabe de los estudiantes libaneses en la escuela primaria superior que tienen un rendimiento deficiente solo en este idioma. La atención se centra en las estrategias cognitivas y metacognitivas que utilizan estos estudiantes y en los componentes motivacionales de la autorregulación. Un cuestionario y dos entrevistas semiestructuradas diferentes se administraron a quince estudiantes de primaria y a sus profesores de árabe en una escuela francófona en Beirut. Los participantes no autorregulan de manera eficiente su comprensión de lectura en árabe y tienden a usar rara vez estrategias de aprendizaje cognitivo. Los procesos de autorregulación se predicen por la falta de motivación de los participantes, que se manifiesta principalmente a través de percepciones de moderada autoeficacia del desempeño y bajas expectativas de éxito. Este es el primer paso hacia la comprensión de los procesos de aprendizaje de los estudiantes con bajo rendimiento en lectura árabe. Puede proporcionar medios que ayudarán a los estudiantes a aplicar el aprendizaje de contenido autorregulado no solo de textos en árabe, sino también de lecturas en general.

 

Abstract

This study examines the self-regulation processes of reading comprehension in Arabic of Lebanese students in upper elementary who perform poorly only in this language. The focus is on the cognitive and metacognitive strategies these students use, and on the motivational components of self-regulation. A questionnaire and two different semi-structured interviews were administered to fifteen elementary students and to their Arabic teachers, in a French-speaking school in Beirut. Participants do not self-regulate efficiently their Arabic reading comprehension and they tend to seldom use cognitive learning strategies. Self-regulatory processes are predicted by participants’ lack of motivation that manifests itself mostly through perceptions of moderate self-efficacy of performance and low expectations of success. This is the first step towards understanding the learning processes of students poorly performing in Arabic reading. It can provide means that will help students in applying self-regulated content learning of not only texts in Arabic but readings in general.

 Keywords: Reading comprehension; SRL; Cognitive strategies; Self-efficacy

Citas

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Publicado
2019-12-09