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

2. 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.

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

4. 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)

5. 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?

6. 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

7. 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.

8. 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

9. 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

10. 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)

11. 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

12. 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

13. 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.

14. Questions and Discussion

15. 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

16. 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 )