The Effects of Internet Use in the Classroom on Reading Comprehension, Metacognitive Awareness, and Motivation

Fatemeh Mirzapour; Ahmed Azeez Mohammed

doi:10.25212/lfu.qzj.8.2.52

Authors

Fatemeh Mirzapour Department of English, Sofiyan Branch, Islamic Azad University, Sofiyan, Iran.
Ahmed Azeez Mohammed Department of General Education, College of Education and Languages, Lebanese French University, Erbil, Kurdistan Region, Iraq.

DOI:

https://doi.org/10.25212/lfu.qzj.8.2.52

Keywords:

Internet Use, Reading Comprehension, Metacognitive Awareness, Motivation

Abstract

The primary objective of the current study is to investigate how internet use in the classroom in conjunction with metacognitive instruction affected students' metacognitive awareness, reading comprehension, and motivation. 40 pupils were randomly chosen from two eleventh-grade courses at Novin high school in Tabriz, Iran and split into two groups as follows: (a) experimental group called internet group – received metacognitive instruction along with the internet use; and (b) control group – received metacognitive teaching in a regular class. The findings indicate that although the students' motivation towards English study as a foreign language was significantly affected by the internet environment, their metacognitive awareness and reading comprehension were not affected. The results of the present study have some implications for syllabus designers, curriculum developers and language teachers.

Downloads

Download data is not yet available.

References

Abdi, R. and F. Mahmoudi (2012). "The effect of Internet-based reading instruction on reading comprehension ability." Global Journal on Technology 1.

Armbruster, B. B., et al. (1983). "The role of metacognition in reading to learn: A developmental perspective." Reading education report; no. 40.

Backer, J. (1998). "Computers, the Internet and Student Writing." English Teachers' Journal (Israel) 52: 30-32.

Baker, L. (1984). "Metacognitive skills and reading." Handbook of reading research.

Bakai, Y. I. (2022). PSYCHOLINGUISTIC PECULIARITIES OF VERBAL AGGRESSION IN ENGLISH POLITICAL DISCOURSE. Academic Journal of Nawroz University (AJNU), 11(2).

Barenberg, J. and S. Dutke (2019). "Testing and metacognition: retrieval practise effects on metacognitive monitoring in learning from text." Memory 27(3): 269-279.

Boekaerts, M. and L. Corno (2005). "Self‐regulation in the classroom: A perspective on assessment and intervention." Applied psychology 54(2): 199-231.

Carrell, P. L. (1989). "Metacognitive awareness and second language reading." The modern language journal 73(2): 121-134.

Cerasoli, C. P., et al. (2014). "Intrinsic motivation and extrinsic incentives jointly predict performance: a 40-year meta-analysis." Psychological bulletin 140(4): 980.

Cohen, J. A. and M. Castner (2000). "Technology and classroom design: A faculty perspective." Teaching with technology: Rethinking tradition: 1-19.

Darling-Hammond, L., et al. (2020). "Implications for educational practice of the science of learning and development." Applied Developmental Science 24(2): 97-140.

Day, R. R., et al. (1998). "Extensive reading in the second language classroom." RELC Journal 29(2): 187-191.

DePasque, S. and E. Tricomi (2015). "Effects of intrinsic motivation on feedback processing during learning." NeuroImage 119: 175-186.

Erenler, S. and P. S. Cetin (2019). "Utilizing Argument-Driven-Inquiry to Develop Pre-Service Teachers' Metacognitive Awareness and Writing Skills." International Journal of Research in Education and Science 5(2): 628-638.

Fabos, B. and M. D. Young (1999). "Telecommunication in the classroom: Rhetoric versus reality." Review of educational research 69(3): 217-259.

FARD, S. K. (2018). "EVALUATION OF VISUAL DESIGN ELEMENTS OF PICTURES IN YEAR FOUR ENGLISH TEXTBOOK IN SELECTED MALAYSIAN PRIMARY SCHOOLS.

Fetterman, D. M. (1998). "Research News And Comment: Webs of Meaning: Computer and Internet Resources for Educational Research and Instruction." Educational researcher 27(3): 22-30.

Finnemann, M. D. (1996). "The world wide web and foreign language teaching." Eric/Cll News Bulletin 20(1): 1-10.

Fisher, M., et al. (2015). "Searching for explanations: How the Internet inflates estimates of internal knowledge." Journal of experimental psychology: General 144(3): 674.

Flavell, J. H. (1979). "Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry." American psychologist 34(10): 906.

Fox, G. (1998). The Internet: Making it Work in the ESL Classroom. The Internet TESL Journal, vol. IV, No. 9, Sept.

Garner, R. and P. Alexander (1982). "Strategic processing of text: An investigation of the effects on adults’ question-answering performance." The Journal of Educational Research 75(3): 144-148.

Güvendir, M. A. (2016). "Students' extrinsic and intrinsic motivation level and its relationship with their mathematics achievement." International Journal for Mathematics Teaching and Learning 17(1).

Hallinger, P., et al. (2018). "Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran." Educational Management Administration & Leadership 46(5): 800-819.

Hanus, M. D. and J. Fox (2015). "Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance." Computers & education 80: 152-161.

Hasan, S., & Abdulkarim, S. (2022). John Dewey’s Intellectual Form Of Educational Philosophy In Contemporary Era. Journal of Positive School Psychology, 4110-4118.

Hellebrandt, J. (1999). "Virtual collaborations in the Spanish class: From e-mail to web design and CD-ROM development." Journal of Educational Computing Research 20(1): 59-70.

Hofferber, N., et al. (2016). "The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience." International Journal of Science Education 38(13): 2114-2132.

Hoffman, D. (1995). "Learning for the real world." Technology and Learning 15(6): 22-28.

Hubbard, P. (2004). "Learner training for effective use of CALL." New perspectives on CALL for second language classrooms: 45-68.

Kelch, P. E. and P. Karr-Kidwell (2000). "How Computer Technology Expands Educational Options: A Rationale, Recommendations, and a Pamphlet for Administrators."

Kramarski, B. (1999). "The study of graphs by computers: is easier better?" Education Media International 36(3): 203-209.

Kramarski, B. and Y. Feldman (2000). "Internet in the classroom: Effects on reading comprehension, motivation and metacognitive awareness." Educational Media International 37(3): 149-155.

Khidhir, E. A., & Abbas, N. J. (2020). Strategies of Fostering Writing Skills to Improve EFL Learners’ Writing Fluency in Erbil Secondary Schools. Qalaai Zanist Journal, 5(1), 242-279.

Lan, Y.-J., et al. (2006). Collaborative early EFL reading among distributed learners: A simulation pilot study. Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06), IEEE.

Lee, U. (1997). "Using Internet tools as an enhancement of C2 teaching and learning." Foreign Language Annals 30(3): 410-427.

Liu, Y. (2007). "A comparative study of learning styles between online and traditional students." Journal of Educational Computing Research 37(1): 41-63.

Masui, C. and E. De Corte (1999). "Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools." Learning and instruction 9(6): 517-542.

Mayer, R. E. (1998). "Cognitive, metacognitive, and motivational aspects of problem solving." Instructional science 26(1): 49-63.

McGuire, S. Y. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation, Stylus Publishing, LL

Medina, M. S., et al. (2017). "Strategies for improving learner metacognition in health professional education." American Journal of Pharmaceutical Education 81(4).

Meng, F. (2009). "Developing Students' Reading Ability through Extensive Reading." English Language Teaching 2(2): 132-137.

Mevarech, Z. R. and B. Kramarski (1997). "IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms." American educational research journal 34(2): 365-394.

Mohammed, A. A. (2022). Linguistic and Cultural Problems in Translation and Solutions. QALAAI ZANIST JOURNAL, 7(2), 1013-1031.

Mohammed, A. A. Deceit, Family, and Justice in Ibsen’s Ghosts. International Journal of Media Culture and Literature, 3(6), 29-40.

Mohammed, A. A. (2016). Deceit, family, and justice in Miller and Ibsen’s plays Crucible, All My Sons and Ghosts (Doctoral dissertation, ISTANBUL AYDIN UNIVERSITY INSTITUTE OF SOCIAL SCIENCES).

Mokhtari, K., et al. (2018). "Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance."

Nithyanantham, V., Paulmony, R., & Hasan, S. R. (2019). Self-perspective of 21st century educators: a challenge in the globalised educational world. International Journal of Educational Research Review, 4(3), 325-333.

Özsoy, G. and A. Ataman (2009). "The effect of metacognitive strategy training on mathematical problem solving achievement." International Electronic Journal of Elementary Education 1(2): 67-82.

Palinscar, A. S. and A. L. Brown (1984). "Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities." Cognition and instruction 1(2): 117-175.

Pan, C.-Y. and P.-C. Huang (2009). "The development and evaluation of a web-based college English outside reading system for EFL freshmen." JALT CALL Journal 5(3): 3-22.

Pintrich, P. R. (2002). "The role of metacognitive knowledge in learning, teaching, and assessing." Theory into practice 41(4): 219-225.

Polya, G. (2004). How to solve it: A new aspect of mathematical method, Princeton university press.

Pressley, M., et al. (1992). "But good strategy instructors are constructivists!" Educational Psychology Review 4(1): 3-31.

Ruschoff, B. (1997). "Technology enhanced resources and information technology in language learning." Language Teaching Journal 30: 226-242.

Rustum, M. H. (2021). The Effectiveness of Reading Folk Literature in Improving English Language Learners' Reading Proficiency in Elementary Grades. QALAAI ZANIST JOURNAL, 6(1), 1035-1050.

Ryan, R. M. and E. L. Deci (2000). "Intrinsic and extrinsic motivations: Classic definitions and new directions." Contemporary educational psychology 25(1): 54-67.

Salomon, G., et al. (1989). "The computer as a zone of proximal development: Internalizing reading-related metacognitions from a Reading Partner." Journal of educational psychology 81(4): 620.

Sadeeq, S. S., & Mohammed, D. J. (2022). The Marginalization of People of Colour through White-guilt in Abdulrazak Gurnah’s Admiring Silence. QALAAI ZANIST JOURNAL, 7(2), 1139-1149.

Schulz, R. A. (1981). "Literature and readability: Bridging the gap in foreign language reading." The modern language journal 65(1): 43-53.

Simsek, C. S. (2008). "Students’ attitudes towards integration of ICTs in a reading course: A case in Turkey." Computers & education 51(1): 200-211.

Singhal, M. (1997). "The Internet and foreign language education: Benefits and challenges." The internet TESL journal 3(6): 107.

Smith, M. (1995). "The battle over bilingual education." Electronic Learning 15(1): 30-3.

Veenman, M. V., et al. (2006). "Metacognition and learning: Conceptual and methodological considerations." Metacognition and learning 1(1): 3-14.

Warschauer, M., et al. (2000). Internet for English teaching, Tesol Alexandria.

Watson, D. (2006). "Understanding the relationship between ICT and education means exploring innovation and change." Education and Information Technologies 11(3): 199-216.

Wise, N. (1996). Using technology to integrate learning into the real world. Australian Computers in Education Conference.

Wolters, C. A. (2003). "Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning." Educational psychologist 38(4): 189-205.

Yang, Y.-F., et al. (2008). "A computer system of referential resolution to assess students' reading comprehension." Journal of Educational Technology & Society 11(4): 173-189.

Yeşilyurt, E. (2013). "Metacognitive Awareness and Achievement Focused Motivation as the Predictor of the Study Process." International Journal of Social Sciences & Education 3(4).