Validating a Japanese Version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI): A PLS-SEM Repeated Indicator Analysis

doi:10.65961/AJELT-2022-1-001

PDF(427 KB)

Asian Journal of English Language Teaching ›› 2022, Vol. 31 ›› Issue (1) : 1-23. DOI: 10.65961/AJELT-2022-1-001

Validating a Japanese Version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI): A PLS-SEM Repeated Indicator Analysis

James HEATHER

Author information +

History +

Abstract

The main objective of the current study was to find the appropriate factor structure for the English reading strategies employed by Japanese university students by using a version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a well-validated instrument commonly used in various contexts and languages, which was adapted by translating the survey items into Japanese. Finding the appropriate factor structure for reading strategies allows any correlation between the many variables offered in the MARSI to be easily measured and determined. Data for the study were collected from 72 first-year undergraduate students at a university in Japan. For data analysis, descriptive tests were computed with SPSS 22; for the validity of the instrument, the partial least squares structural equation modeling (PLS-SEM) repeated indicator approach was employed, and measurement and structural models were obtained through the SmartPLS software. Results show that for Japanese EFL students, problem-solving reading strategies evoked the highest response. Moreover, 13 MARSI items were found to be valid after data analysis. The pedagogical implications for this research impact a number of disciplines, including syllabus designers, material developers, and lesson planners in reading activities in English teaching contexts. Theoretically, students themselves can also use the knowledge from this research to apply more metacognitive approaches to their reading.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

James HEATHER. (2022). Validating a Japanese Version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI): A PLS-SEM Repeated Indicator Analysis.Asian Journal of English Language Teaching , 31(1): 1-23. https://doi.org/10.65961/AJELT-2022-1-001

References

Aarnoutse, C., & Schellings, G. (2003). Learning reading strategies by triggering reading motivation. Educational Studies, 29(4), 387-409.
Acedo, F. J., & Jones, M. V. (2007). Speed of internationalization and entrepreneurial cognition: Insights and a comparison between international new ventures, exporters, and domestic ﬁrms.Journal of World Business, 42(3), 236-252.
Ahmed, S. (2016). Reading habits and attitudes of UMSKAL undergraduates.International Journal of Applied Linguistics and English Literature, 5(2), 189-201.
Akkakoson, S. (2012). Raising strategic awareness of Thai EFL students of science and technology disciplines through metacognitive strategy training.3L: The Southeast Asian Journal of English Language Studies, 18(4), 35-47.
Alhaqbani, A., & Riazi, M. (2012). Metacognitive awareness of reading strategy use in Arabic as a second language.Reading in a foreign language, 24(2), 231-255.
Boomsma, A. (1985). Nonconvergence, improper solutions, and starting values in LISREL maximum likelihood estimation.Psychometrika, 50(2), 229-242.
Carrell, P. L. (1998). Can reading strategies be successfully taught?Australian Review of Applied Linguistics, 21(1), 1-20.
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G.A. Marcoulides (Ed.), Modern methods for business research(pp. 295-336). Mahwah, NJ: Lawrence Erlbaum Associates.
Dündar, S. (2016). Determining EFL students’ awareness of metacognitive reading strategies.ELT Research Journal, 5(1), 47-59.
Dunlosky, J. & Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage.
Fitrisia D., Tan K. E.,& Yusuf Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension.Asia Pacific Journal of Educators and Education, 30(1), 15-30.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.
—. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.
—. (1987). Speculations about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21-29). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ghisseli E. E., Campbell J. P., & Zedeck S. (1981). Measurement theory for the behavioral sciences. San Francisco, CA: Freeman.
Graham L.& Bellert, A. (2004). Difficulties in reading comprehension for students with learning difficulties. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 251-279). San Diego: Elsevier Academic Press.
Hair J. F., Sarstedt M., Ringle C. M., & Mena J. A. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research.Journal of the Academy of Marketing Science, 40(3), 414-433.
Hair J. F., Hult G. T., Ringle C. M., & Sarstedt M. (2013). A primer on partial least squares structural equation modelling (PLS-SEM). Thousand Oaks, CA: SAGE Publications.
Hair Jr., J. F., Sarstedt M., Hopkins L., & Kuppelwieser V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research.European business review, 26(2), 106-121.
Hassan S. H., Ramayah T., Mohamed O., & Maghsoudi A. (2015). E-lifestyle conceptualization: Measurement model validation using variance based structural equation modeling (SEM-PLS).Modern Applied Science, 9(2), 307-319.
Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.
Inkpen, A. C., & Birkenshaw, J. (1994). International joint ventures and performance: an interorganizational perspective.International Business Review, 3(3), 201-217.
Janzen, J., & Stoller, F. L. (1998). Integrating strategic reading into L2 instruction.Reading in a Foreign Language, 12(1), 251-269.
Kintsch, W. (1998) Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.
Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms.TESOL Quarterly, 52(4), 1085-1097.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies.Journal of educational psychology, 94(2), 249-259.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies.Journal of developmental education, 25(3), 2-11.
Paris S. G., Wasik B. A., & Turner J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). Mahwah, NJ: Lawrence Erlbaum Associates.
Pookcharoen, S. (2009). Metacognitive online reading strategies among Thai EFL university students. Unpublished Doctoral Dissertation, Indiana University, USA.
Pressley, M. & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. New York: Routledge.
Pressley, M., Forrest-Pressley, D. L, Elliott-Faust, D. & Miller, R. (1985). Children’s use of cognitive strategies: How to teach strategies, and what to do if they can’t be taught. In M. Pressley & J. C. Brainerd (Eds.), Cognitive learning and memory in children: Progress in cognitive development research (pp. 1-47). New York: Springer.
Ringle, C. M., Wende, S. and Becker, J. M. (2015) SmartPLS 3. SmartPLS GmbH, Boenningstedt. http://www.smartpls.com
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers.System, 29(4), 431-449.
Shikano, M. (2013). A quantitative survey on metacognitive awareness of reading strategy use in English by Japanese university students.International Education Center Journal, 14, 11-24.
So, K. (2019, November 12). Japan ranks low on English index, behind China, Vietnam. The Asahi Shimbun. https://www.asahi.com/ajw/articles/13057683
Songsiengchai, Tarnraporn. (2010). Strategies in reading online and printed academic texts of English major students of Srinakharinwirot University. Unpublished Master’s thesis. Srinakharinwirot University, Bangkok, Thailand.
Teng, F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency.TESOL Quarterly, 53(1), 232-247.
Tsang, E. W. K. (2002). Acquiring knowledge by foreign partners from international joint ventures in a transition economy: Learning-by-doing and learning myopia.Strategic Management Journal, 23(9), 835-854.
Urquhart, A. H., & Weir, C. J. (2014). Reading in a second language: Process, product, and practice. Routledge.
Vandergrift, L. (2002). ‘It was nice to see that our predictions were right’: Developing metacognition in L2 listening comprehension.Canadian Modern Language Review, 58(4), 555-575.
van Kraayenoord, C. E. (2010). The role of metacognition in reading comprehension. In Trolldenier H., Lenhard W., and Marx P.(Eds.), Brennpunkte der Gedachtnisforschung entwicklungs- und pa?dagogisch- psychologische Perspektiven (Focal points of the research and development of pedagogically-psychological perspectives)
Veloo A., Rani M. A., & Hashim R. A. (2015). Assessing matriculation college students’ Metacognitive Awareness Reading Strategies (MARS) in biology.Review of European Studies, 7(7), 453-460.
Wallace, C. (2003). Critical reading in language education. New York, NY: Palgrave Macmillan.
Wu L., Valcke M., & van Keer H. (2012). Validation of a Chinese version of Metacognitive Awareness of Reading Strategies Inventory.Eurasian Journal of Educational Research, 48, 117-134.