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The Effect of Metacognitive Strategy Instruction on EFL Learners ’ Reading Comprehension Performance and Metacognitive Awareness
| Content Provider | Semantic Scholar |
|---|---|
| Author | Takallou, Fatemeh |
| Copyright Year | 2011 |
| Abstract | As learners have an important role in new teaching methodologies, raising their awareness of learning strategies and helping them utilize these strategies is a crucial aim of teachers. One type of these learning strategies is metacognitive strategies including planning, self-monitoring and selfevaluation. The present study aimed at examining the effect of metacognitive (planning & self-monitoring) strategy instruction on EFL learners’ reading comprehension performance (on authentic and inauthentic texts) and their metacognitive awareness. To this end, two tests (TOEFL and a reading comprehension test) and Strategy Inventory for Language Learning (SILL) were administered to 93 male and female EFL learners in four phases of this study. At the first phase, TOEFL was administered to all the students both to homogenize students regarding language proficiency and to validate the reading comprehension test. At the second phase, SILL was administered to two experimental and one control groups before strategy instruction. SILL assesses the frequency with which the subjects use a variety of techniques for foreign language learning. At the third phase, two experimental groups received five sessions of instruction on metacognitive strategies, one on planning and the other on self-monitoring strategy based on the Cognitive Academic Language Learning Approach (CALLA). Both experimental and control groups worked on authentic and inauthentic texts (some articles from |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://asian-efl-journal.com/PDF/March-2011-ft.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
