English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean learners withAutism Spectrum Condition: An Exploratory Study

Vista sencilla de ítem
dc.contributor.authorCancino, Marco
dc.contributor.authorTomicic, Nedjelka
dc.date.accessioned2024-09-17T16:22:13Z
dc.date.available2024-09-17T16:22:13Z
dc.date.issued2023-02
dc.descriptionIndexación: Scopus
dc.descriptionAll content is freely available without charge to the readers or institutions. Users are allowed to download and share the content published by TESL-EJ as long as they credit the authors and the journal appropriately and do not change the content in any way or use them commercially, “CC BY-NC-ND” (Attribution-NonCommercial-NoDerivs). This is in accordance with the Creative Commons definition of “open access.” Authors retain copyright to their own articles and have full publishing rights if they wish to post or print it elsewhere. Please attribute TESL-EJ as the original source.
dc.description.abstractDeveloping second/foreign language (L2) comprehension skills can represent a challenging endeavor for learners withautism spectrum condition (ASC) because their social and verbal cognition may be impaired in terms of abstract reasoning, organizing, and retelling events, inferring intentions, and identifying emotions contained in a text. Thus, it becomes relevant to explore how these learners experience metacognitive strategies when reading in a foreign language. Therefore, the purpose of this study is to explore how Chilean elementary learners with ASC perceive their metacognitive awareness and how they strategize their L2 reading. To this end, 27 elementary learners with ASC were asked to report on their perceptions of metacognition in L2 reading by means of a metacognitive awareness reading strategy inventory and semi-structured interviews. Findings revealed that participants displayed a medium level of awareness toward metacognition, with problem-solving strategies being the most frequently reported. The difficulties faced by these learners were related to an excessive focus on details rather than general ideas, concentration issues, avoidance of multitasking processes in reading, and not seeking help to ensure comprehension. Implications are discussed in terms of cognitive approaches to reading comprehension and the pedagogical need for nurturing a strategic approach to metacognition in L2 reading to increase autonomy and automaticity. © 2023 Editorial Board TESL - EJ. All rights reserved.
dc.description.urihttps://tesl-ej.org/wordpress/issues/volume26/ej104/ej104a12/
dc.identifier.citationTESL-EJ. Volume 26, Issue 4. 10724303February 2023
dc.identifier.doi10.55593/ej.26104a12
dc.identifier.issn1072-4303
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/60261
dc.language.isoen
dc.publisherEditorial Board TESL - EJ
dc.rights.licenseCC BY-NC-ND 4.0 Attribution-NonCommercial-NoDerivatives 4.0 International Deed
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAutism Spectrum Condition
dc.subjectEnglish Language Learning
dc.subjectL2 Reading Awareness
dc.subjectMetacognitive Skills
dc.titleEnglish as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean learners withAutism Spectrum Condition: An Exploratory Study
dc.typeArtículo
Archivos
Bloque original
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
Cancino_English_as_a_Foreign_Language_EFL_Reading_Metacognition_2023.pdf
Tamaño:
878.59 KB
Formato:
Adobe Portable Document Format
Descripción:
TEXTO COMPLETO EN INGLES
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
FEd - Artículos de Revista