Does Metacognitive Strategy Instruction Indeed Improve Chinese EFL Learners’ Reading Comprehension Performance and Metacognitive Awareness?
نویسندگان
چکیده
منابع مشابه
the effect of metacognitive strategy instruction on efl learners reading comprehension performance and metacognitive awareness
چکیده ندارد.
15 صفحه اولMetacognitive Strategy Awareness and Reading Comprehension
This paper reports on a study investigating the relationship between metacognitive strategy awareness in reading and reading ability in L1 and L2. Forty Malaysian secondary school students responded to a reading metacognitive awareness questionnaire. They also completed four sets of reading comprehension tests to determine their reading competence in L1 and L2. Results indicate that reading met...
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The present study was an attempt to investigate the effect of meta-cognitive strategy (planning, self-monitoring) awareness raising instruction on reading comprehension of Iranian ESP learners. Participants of three groups each comprising of 21 Iranian male students studying “Civil Engineering” in “Islamic Azad University of Buin Zahra” were selected and assigned to three groups: two experiment...
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The study investigated English as a foreign language learners’ metacognitive awareness of reading strategy use. The participants were 12 Taiwanese college students who were required to read aloud and think aloud the eight designated texts. The collected data came from the pre-and postquestionnaires and an interview on metacognition in EFL reading as well as participants’ thinkaloud protocols. T...
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The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the inte...
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ژورنال
عنوان ژورنال: Journal of Language Teaching and Research
سال: 2014
ISSN: 1798-4769
DOI: 10.4304/jltr.5.5.1147-1152