NDLI: Metacognitive Strategy Awareness and Its Effect on the Learners' Reading Comprehension Ability: Revisited

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Metacognitive Strategy Awareness and Its Effect on the Learners' Reading Comprehension Ability: Revisited

Content Provider	Semantic Scholar
Author	Shamsini, Saeed Mousavi, Seyyed Ahmad
Copyright Year	2014
Abstract	The present study aims at investigating the effects of metacognitive awareness of EFL sophomore university students on the reading compre hension performance. Metacognitive learning strategies may help L2 learners to be more independent, and autonomous. Students without meta-cognitive approaches are essentially l earners without direction and ability to review their progress, accomplishments, and future learning directions (O'Malley, et al. 1985). Three intact classes (N= 75) from among sophomore E FL Iranian undergraduates participated in this study. The classes were randomly assigned t o summarization, question-generation (as metacognitive strategies), and control groups. The participants were given the reading comprehension section of the TOEFL as the pre-test. The experimental groups were taught how to prepare a summary out of a reading passage or ge nerate questions, while the control group received no particular metacognitive training. In t he end, the participants were post-tested by taking the reading comprehension section of the TOE FL. The results (in the contrary to the researchers' expectation) indicated that the experi mental groups' mean scores were a little higher than that of the control group; however, usi ng the one-way ANOVA, the differences observed between the means were not significant to reject the null hypotheses. This may suggest that short-term instruction of metacognitive strate gies may not be so effective in improving EFL learners' reading comprehension ability.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://ijee.org/yahoo_site_admin/assets/docs/6.18202330.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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