Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30121
Using Metacognitive Strategies in Reading Comprehension by EFL Students

Authors: Simin Sadeghi-Saeb

Abstract:

Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage.

Keywords: EFL students, English reading comprehension, instruction, metacognitive strategies.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1123855

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 956

References:


[1] Oxford, R. (1989). Research on language learning strategies: Methods, findings, rand instructional issues. Modern Language Journal, 73, 404-419.
[2] Rigney, J.W. (1978). Learning strategies a theoretical perspective. In H.F. O'Neil (Ed.), Learning strategies. New York: Academic Press.
[3] Singhal, M. (2001). Reading proficiency, reading strategies, metacogunitive awareness and L2 readers. The Reading Matrix, 1, 30-51.
[4] Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann.
[5] Brown, A., 1983. The role of metacognition in reading and studying. In J. Orsany (Ed). Reading comprehension: From research to practice (45-75). Hillsdale, NJ: Erbaum.
[6] Block, E. 1992. See how they read: comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26, 319-342.
[7] Hatch, E.M. and Farhadi, H. (1982). Research Design and Statistical for Applied Linguistics. Tehran, Rahnoma.
[8] Mokhtari, Kouider and Reichard, Carla A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of' Educational Psychology, 94(2), 249-259.
[9] Lynch, B.K. (1996). Language program evaluation. Cambridge, Cambridge University Press.
[10] Sadeghi-Saeb, S. (2008). Using Metacognitive Strategies in Reading Comprehension by Iranian EFL Students, M. A. Thesis, Azarbaijan Teacher Education University, Tabriz, Iran.
[11] Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (1-63), Honolulu: University of Hawaii press.
[12] O'Malley, J. and A. Chamot. (1990). Language Learning Strategies. Cambridge: Cambridge University Press.
[13] Field, M.L. (1985). A psycholinguistic model of the Chinese ESL reader. TESOL Quarterly, 20, 65-80.
[14] Parry, K. J. (1996).Culture, Literacy and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 28, pp. 73-193.
[15] Wenden, A.L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), pp.515-537.