Open access
Original Paper
Published: 10 October 2026
Scaffolding Metacognitive Reading Strategies in Multilingual Classrooms: A Collaborative Teacher Action Research Study
Indah Permatasari, Jonathan Hayes, Farida Hanum
1. Dept. of Language & Literature Education, Universitas Tadulako; 2. Multilingual Literacy Lab; 3. Faculty of Education, Melbourne.
Abstract
Four language educators collaborated in designing reciprocal teaching routines for bilingual pupils. Reading comprehension and autonomous self-monitoring scores improved markedly over a 16-week intervention period.
Keywords:
Metacognitive Strategies, Multilingual Learners, Reciprocal Teaching, Reading Comprehension, Teacher Collaborative Inquiry
Publication Details
| Journal | Journal of Action Research in Education |
| Issue | Volume 1, Issue 1 (2026), pp. 25–36 |
| ISSN (Online) | 3026-8841 |
| Publisher | Global Innovation & Academic Press (GIA Press) |
| Peer Review | Double-blind peer reviewed in accordance with COPE ethical guidelines |
| License | Creative Commons Attribution 4.0 International (CC BY 4.0) |
How to Cite (APA 7th Edition)
Indah Permatasari, Jonathan Hayes, Farida Hanum (2026). Scaffolding Metacognitive Reading Strategies in Multilingual Classrooms: A Collaborative Teacher Action Research Study. Journal of Action Research in Education, 1(1), 25–36. https://doi.org/10.59653/jarse.v1i01.2028