Shayesteh Zarrabi Defense Presentation December 2015 EXPLORING METACOGNITIVE ONLINE READING STRATEGIES OF TRANSLATION STUDENTS Shayesteh Zarrabi Defense Presentation December 2015 University of San Francisco

Metacognitive vs. Cognitive Cognitive strategies are the strategies that help with comprehension in general. Examples: Re-reading, reading aloud, guessing the meaning using word formation or based on background information. Metacognitive strategies are the thoughts about how to utilize cognitive strategies.

Theoretical Framework Metacognition Theory (Flavell, 1979): Metacognitive knowledge Metacognitive experiences Metacognition Model (Anderson, 2002): Select Strategy Monitor Plan Evaluate Orchestrate

Problem Statements Reading strategies are not entirely transferrable from paper to online platform (Coiro & Dobler, 2007). Low performing non-native readers are not taught about metacognitive reading strategies (Poole, 2011). Reading on digital screens is taking over reading hard copies (Annand, 2015)

Research Questions 1. What types of metacognitive online reading strategies do the translation students report using? a. What is the distribution of the reported strategies among the three categories of global strategies, problem- solving strategies, and support strategies? b. What strategies are used the most, and what strategies are used the least? 2. How do the translation students employ the metacognitive reading strategies when reading online?

Methodology Sample: MIIS translation student : 46 students Quantitative Q1: Online Survey of Reading Strategies (Anderson, 2003) – 38 items questionnaire Global strategies, Problem-solving strategies, Support strategies Quantitative Q2: Think-aloud protocol 6 students in 45 sessions reading a TOEFL text

Global Strategies 1. Have a purpose in mind when reading 5. Using background knowledge to understand text 6. Scrolling through text before reading 8. Analyzing the content for purpose of reading 10. Reviewing text’s length and organization first 14. Deciding what to focus on and what to ignore 24. Evaluating the information in the online text. 26. Checking understanding with new information.

Problem-Solving Strategies 9. Reading slowly and carefully to understand 11. Trying to refocus when losing concentration 13. Adjusting reading speed 16. Paying more attention to difficult text 19. Stopping to think about the content 22. Visualizing information to remember better 28. Re-reading for more understanding 31. Guessing meaning of unknown words

Support Strategies 4. Taking notes to help in understanding 12. Printing a copy to underline information 15. Using references like online dictionary 21. Paraphrasing to better understand 37. Translating from English into my native language 38. Thinking in both English and my mother tongue 29. Asking myself questions about text

Findings Quantitative Analysis: Students used most strategies in 3 categories: Problem-Solving Strategies the Most (M = 3.82) and Support Strategies the Least (M = 2.81) 92% of strategies had high or moderate usage 22 strategies high usage = 58% 13 strategies moderate usage= 34% 3 strategies low usage= 8% printing- translation- note taking Consistent with Incecay (2013) and Eghlidi (2014)

Findings Qualitative: Focus and steady pace most important strategies Students bundled strategies: reading slow, rereading, reading aloud, and guessing Students knew technology and used according to reading needs Students related to the text and commented on it

Revisiting Metacognitive Model 1. Bundles of strategies can be activated together for use rather than single strategies. 2. Remembering is part of metacognition process Select Strategy Monitor Plan Evaluate Orchestrate (bundle) Remember

Conclusions and Recommendations More research on proficient readers needed. Research on different reading tasks are needed. Research on translation training needed Social network questions needed on OSORS. Research on different digital devices reading will contribute to the field.

Questions and Discussion

Research Purpose To explore metacognitive online reading strategies of translation students in a mixed-method study. To find out what strategies this population uses in the three categories of global, problem-solving, and support strategies; and To investigate how they use them

Literature Review Metacognitive strategies (Flavell, 1979; Green & Oxford, 1995) Translation growth and language teaching (Bassnett, 2011; Gentzler, 2001) Digital Literacy, Transform Societies, education (Moore and Grisham, 2015; Rivoltella, 2008) The more proficient, the more strategies use (Chi-Him, 2013; Fahim and Noormohammadi, 2014) Impact of translation on EFL (Malmkjaer, 2010; Hentschel, 2009) Impact of teaching technology (Kuechel, 2013; Wesch, 2013) video editing, wiki Teach for autonomous life-long learning play (Benson, 2013; Villanueva, Ruiz-Madrid, Luzon, 2010) Impact of strategy teaching & awareness (Bozorgian, 2014; Mokhtari & Shoery, 2002) Cultural Studies: Postcolonial translation theory (Orsini & Srivastava, 2013 )