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Text Annotation as a Reading and Metacognitive Strategy: A Systematic Review of Literature

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  • Herlynne Grace D. Manaoat

    (Gen. T. de Leon National High School, Valenzuela City, NCR, Philippines)

Abstract

This systematic review delves into the pressing issue of reading comprehension faced by language teachers in the Philippines. While there are several possible reasons for this problem, this study aims to focus on exploring potential strategies to alleviate the issue. Specifically, this paper examines text annotation as a viable reading and metacognitive strategy to improve reading comprehension. The findings of this research could provide valuable insights for language teachers looking to enhance their teaching methodologies and improve student learning outcomes.

Suggested Citation

  • Herlynne Grace D. Manaoat, 2024. "Text Annotation as a Reading and Metacognitive Strategy: A Systematic Review of Literature," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(2), pages 2348-2355, February.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:2:p:2348-2355
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    References listed on IDEAS

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    1. Jenjit Gasigijtamrong, 2013. "Effects of Multimedia Annotations on Thai EFL Readers’ Words and Text Recall," English Language Teaching, Canadian Center of Science and Education, vol. 6(12), pages 1-48, December.
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