Investigating the relationship between students’ Self-monitoring awareness in reading and their perceptions about reading comprehension.

• Main Author: Borvall, Jens
• Format: Others
• Language: English
• Published: Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap 2019
• Subjects: Learning; Lärande
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75545

This study aims to investigate the relationship between students’ perceived selfmonitoring awareness and their perception on reading. The reason for conducting this research is to see if students self-monitoring awareness matches their beliefs and perceptions of their own abilities in reading. If students can become aware of the relationship between perception and self-monitoring awareness it will be beneficial for them since they can become aware of eventual discrepancies in their use of selfmonitoring strategies and their perception on reading. Participants of this study were 10 senior-year students from an upper-secondary school in Söderhamn, Sweden. The data collection tool for this study was a questionnaire that consisted of three parts. Findings indicate that in some cases there was a relation between students’ self-monitoring use and their perception on reading. In addition, results show that most students have a positive perception on reading comprehension, and that they use different self-monitoring strategies when comprehending a text. This study can provide insights on how knowing and reflecting about the relationship between students’ perceptions and their self-monitoring awareness can help teachers to notice areas where students need to self-monitor their learning in reading activities.