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The effects of metacognitive reading strategy training on English reading comprehension and attitudes of junior high school students
Tseng, Yu Hwei
Yu, Ming Chun
Tseng, Yu Hwei
Metacognitive Reading Strategies
|Issue Date:||2010-12-09 12:24:18 (UTC+8)|
The purpose of the present study is to investigate the effects of metacognitive reading strategy training (MRST) on junior-high-school students’ EFL reading. Specifically, the differences of metacognitive reading strategy use between HPG and LPG, perceptions of reading, English reading comprehension, and their responses to the metacognitive reading strategy training (MRST) are probed.
The participants of this study were thirty junior high school students from one seven-grade class in Shingchu C. The participants were divided into high-proficient group and low-proficient group. These participants received the four-week training (MRST) with three metacognitive reading strategies (semantic mapping, prediction, and summarizing) in reading English texts. In the data collection, the differences between HPG and LPG in metacognitive reading strategy use in the pre-treatment and post-treatment were compared and analyzed qualitatively. Also, HPG and LPG students’ reading performance in reading comprehension tests between the pre-treatment and post-treatment were analyzed quantitatively. In addition, students’ perceptions toward the effects of the MRST were analyzed qualitatively.
Based on the data analyses, the findings of the study are summarized as follows:
1. The MRST was effective in enhancing both HPG and LPG readers’ metacognitive awareness of strategy use.
2. The MRST helped improve both HPG and LPG readers’ comprehension in reading English texts, and students, especially LPG, had positive attitude toward the effectiveness of the MRST in improving reading comprehension.
3. The MRST helped both groups of students, especially LPG readers, have more correct perceptions toward English reading.
4. Most of the students exhibited positive attitude toward the effectiveness of the MRST and showed their willingness to apply the learned metacognitive reading strategies as well as to learn new reading strategies in English reading.
Finally, some pedagogical implications and suggestions are provided on the basis of the findings in this study.
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