چکیده:
This study examined the differences among high, mid and low ambiguity tolerance groups in their reading comprehension ability and their metacognitive awareness of reading strategies. To this end, 123 first-year college students majoring in Engineering with an age range of 19-25 were stratified into three groups of high, mid and low ambiguity tolerance to participate in the study. They took part in the Nelson test of proficiency and a reading comprehension test and also filled out two questionnaires: the Metacognitive Awareness of Reading Strategies Inventory, and the Tolerance of Ambiguity Scale. The results showed significant differences between Low and High groups. That is, high ambiguity tolerance students scored higher on reading comprehension test, displayed higher metacognitive awareness of reading strategies, and showed higher perceived use of Global and Problem-Solving metacognitive reading strategies. However, no significant differences were found between the middle group and the other two groups in these variables. Also, no
خلاصه ماشینی:
"Therefore, the present research is intended to fill this gap by reporting on a study which compared the metacognitive awareness of reading strategies of High, Mid and Low ambiguity tolerance EAP students to reveal how such behaviors influence foreign language reading comprehension.
In order to investigate the third research question exploring the significant differences in the mean scores on Global Metacognitive Reading Strategy use among high, middle and low ambiguity tolerance groups, a one- way ANOVA was run to compare these three groups’ mean scores, as shown in Table 5.
Based on these results it can be concluded that the fourth null-hypothesis stating that there is no significant difference in the mean scores on Problem-Solving Metacognitive Reading Strategies test among high, mid and low ambiguity tolerance groups is rejected.
To sum up, the results of data analyses revealed that there are significant differences in the reading comprehension scores, the metacognitive awareness of reading strategies (MARSI), and the use of two categories of these strategies (Global and Problem Solving) among high and low ambiguity tolerance groups, but not between the Middle group and the other two groups.
Discussion This study was an attempt to investigate the differences in the metacognitive awareness of reading strategies (MARSI) and in subscales of these strategies among high, mid and low ambiguity tolerance groups of Iranian students majoring in different fields of Engineering and attending English courses to study specific academic texts."