The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language

Detalhes bibliográficos
Autor(a) principal: Míguez-Álvarez, Carla
Data de Publicação: 2021
Outros Autores: Cuevas Alonso, Miguel, Cruz, Mário
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/19085
Resumo: The importance of reading proficiency in a second language (L2) is growing worldwide. Reading in a L2 involves many questions about the abilities of reading comprehension, including metacomprehension, a core reading ability in native speakers (L1) that allows them to be aware of their reading comprehension level and to regulate their learning. However, its link to L2 has not been sufficiently researched. This study examines the relationship between the reading comprehension scores of diverse texts and metacomprehension, assessed by the ECOMPLEC test and PROLEC-R reading task, in Portuguese students studying Spanish as a L2. Similar to the results found in L1 research, we found a significant relationship between reading comprehension and metacomprehension in expository and discontinuous texts: students with low reading comprehension scores overestimated their metacomprehension while metacomprehension abilities of students with high reading comprehension abilities were more accurate. These results provide a frame of reference for future studies on metacomprehension in L2.
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spelling The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second LanguageReading comprehensionMetacomprehensionMetacognitionSecond language readingThe importance of reading proficiency in a second language (L2) is growing worldwide. Reading in a L2 involves many questions about the abilities of reading comprehension, including metacomprehension, a core reading ability in native speakers (L1) that allows them to be aware of their reading comprehension level and to regulate their learning. However, its link to L2 has not been sufficiently researched. This study examines the relationship between the reading comprehension scores of diverse texts and metacomprehension, assessed by the ECOMPLEC test and PROLEC-R reading task, in Portuguese students studying Spanish as a L2. Similar to the results found in L1 research, we found a significant relationship between reading comprehension and metacomprehension in expository and discontinuous texts: students with low reading comprehension scores overestimated their metacomprehension while metacomprehension abilities of students with high reading comprehension abilities were more accurate. These results provide a frame of reference for future studies on metacomprehension in L2.Repositório Científico do Instituto Politécnico do PortoMíguez-Álvarez, CarlaCuevas Alonso, MiguelCruz, Mário2021-12-15T12:52:07Z2021-09-142021-09-14T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/19085eng1135-755Xhttps://doi.org/10.5093/psed2021a26info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T13:12:51Zoai:recipp.ipp.pt:10400.22/19085Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:39:06.350295Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
title The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
spellingShingle The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
Míguez-Álvarez, Carla
Reading comprehension
Metacomprehension
Metacognition
Second language reading
title_short The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
title_full The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
title_fullStr The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
title_full_unstemmed The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
title_sort The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language
author Míguez-Álvarez, Carla
author_facet Míguez-Álvarez, Carla
Cuevas Alonso, Miguel
Cruz, Mário
author_role author
author2 Cuevas Alonso, Miguel
Cruz, Mário
author2_role author
author
dc.contributor.none.fl_str_mv Repositório Científico do Instituto Politécnico do Porto
dc.contributor.author.fl_str_mv Míguez-Álvarez, Carla
Cuevas Alonso, Miguel
Cruz, Mário
dc.subject.por.fl_str_mv Reading comprehension
Metacomprehension
Metacognition
Second language reading
topic Reading comprehension
Metacomprehension
Metacognition
Second language reading
description The importance of reading proficiency in a second language (L2) is growing worldwide. Reading in a L2 involves many questions about the abilities of reading comprehension, including metacomprehension, a core reading ability in native speakers (L1) that allows them to be aware of their reading comprehension level and to regulate their learning. However, its link to L2 has not been sufficiently researched. This study examines the relationship between the reading comprehension scores of diverse texts and metacomprehension, assessed by the ECOMPLEC test and PROLEC-R reading task, in Portuguese students studying Spanish as a L2. Similar to the results found in L1 research, we found a significant relationship between reading comprehension and metacomprehension in expository and discontinuous texts: students with low reading comprehension scores overestimated their metacomprehension while metacomprehension abilities of students with high reading comprehension abilities were more accurate. These results provide a frame of reference for future studies on metacomprehension in L2.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-15T12:52:07Z
2021-09-14
2021-09-14T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/19085
url http://hdl.handle.net/10400.22/19085
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1135-755X
https://doi.org/10.5093/psed2021a26
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