The Effect of Teaching Cognitive and Metacognitive Strategies on EFL Students' Reading Comprehension Across Proficiency Levels

Mehrdad, Ali Gholami; Ahghar, Mohammad Reza; Ahghar, Manuchehr

doi:10.1016/j.sbspro.2012.06.142

Cited by 28 publications

(29 citation statements)

References 3 publications

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“…The above finding confirms the findings of Alsamadi (2009) showing no significant relationship between Saudi EFL learners' comprehension performance and their use of reading strategies. It also affirms the findings of Mehrdad, Ahghar, and Ahghar (2012) revealing that use of metacognitive reading strategies has no significant relationship on the reading comprehension performance of elementary and advanced level Iranian EFL students. Lastly, it backs up the findings of Pei (2014) revealing that use of metacognitive reading strategies after a training intervention does not in any way affect reading comprehension performance of Chinese students.…”

Section: Discussionsupporting

confidence: 86%

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

Meniado¹

2016

ELT

115

117

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Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading motivation, and reading comprehension performance. Prior to finding out relationships, the study tried to ascertain the level of awareness and use of metacognitive reading strategies of the respondents when they read English academic texts, their level of motivation and reading interests, and their overall reading performance. Using descriptive survey and descriptive correlational methods with 60 randomly selected Saudi college-level EFL students in an all-male government-owned industrial college in Saudi Arabia, the study found out that the respondents moderately use the different metacognitive reading strategies when reading academic texts. Of the three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used. It was also revealed that the respondents have high motivation to read. They particularly prefer to read humor/comic books. On the level of reading comprehension performance, the respondents performed below average. Using t-test, the study reveals that there is no correlation between metacognitive reading strategies and reading comprehension. There is also no correlation between reading interest/motivation and reading comprehension. However, there is positive correlation between reading strategies and reading motivation. The findings of this study interestingly contradict previous findings of most studies, thus invite more thorough investigation along the same line of inquiry.

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Section: Discussionsupporting

confidence: 86%

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

Meniado¹

2016

ELT

115

117

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“…Teaching and learning strategies always play an important role in the development of Second and/or foreign language learning skills including reading skill. Mehrdad, Ahghar, and Ahghar (2012) reported that regular use of teaching reading strategies can make learners more confident and their reading comprehension can considerably improve in second language, the language that is not the first or mother language of the reader (Duke & Pearson, 2012). Naeini (2015) substantiated these assertions by reporting that students use more meta-cognitive strategies as compared to cognitive strategies and those who used reading strategies performed better in reading tests than those who did not use strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

English Reading Strategies and their Impact on Students' Performance in Reading Comprehension

Teevno¹,

Raisani²

2017

J.educ.soc.sci

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Abstract:In Pakistan, English is taught as a compulsory subject from grade one to graduate level. It has been given the status of official language and is considered a symbol of status. In all official correspondence English language is used and it opens up the avenues to have access to high-ranking civil service jobs. Research studies have revealed that students feel difficulty in reading, speaking and writing English at Secondary school level in Pakistan and they were found to be poor readers and receive lower grades in English language. Keeping in view the importance of learning English for students, this study was designed with the purposes to explore the strategies the students adopt for learning Reading English and to determine the effect of these adopted strategies on students' reading comprehension performance at secondary school level. Learning strategies are the basic techniques used for learning English in Pakistan. A survey was conducted to identify learning strategies used by the learners and their impact on reading comprehension performance of the learners. A sample comprising of 359 students was selected using stratified random sampling technique from amongst the Higher Secondary Schools and intermediate colleges located in district Naushahro Feroze Sindh Pakistan. Data for the study were collected through Questionnaire, interview protocol and reading comprehension test. The results indicated that students use variety of reading learning strategies including reading aloud, silent reading, summarizing the reading texts, outlining grammatical structures and patterns contained in the reading texts, answering simple questions, looking for the meaning of new vocabulary and translating English texts in their mother language. However, the use of these strategies by the students is not on a regular, systematic and need based. The analysis of the data revealed that learning strategies adopted by students for reading English were strongly correlated with their performance in reading comprehension. It was further found that students of urban area (mean score= 45.80) performed significantly better than their peers in rural areas (mean score= 39.16). However, while applying t-test of significance no significant difference in the performance of male and female learners (mean score: 42.07 & 42.89) was detected. Additionally, students' performance in answering questions, summarizing, reading aloud, learning grammatical patterns, translating, looking for the meaning of vocabulary and learning spellings was satisfactory but their performance in analyzing, paraphrasing, prcising during reading was poor. The conclusion drawn is that students use different strategies for reading and that these adopted strategies have an effect on their reading comprehension. In terms of gender, there was no significant difference on use of strategies and impact on their reading performance, while students in urban area perform better than their peer in rural areas.

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“…Successful comprehension does not occur automatically. Rather, successful comprehension depends on directed cognitive effort, referred to as metacognitive processing (Mehrdad et al, 2012). Carrell et al consider metacognitive awareness as a critical element of proficient strategic reading.…”

Section: Reading Comprehension and Metacognitive Awarenessmentioning

confidence: 99%

“…Therefore, not the context knowledge itself, but the ability of test-takers to use the clues, which underlie any context is of a primary and detailed research. Although a number of issues in the field of global academic reading strategies metacognitive awareness have been analyzed and discussed [4,5,6,16,19] much remains to be done in the field of context clues reading strategy implementation for TOEFL iBT preparation.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive awareness of TOEFL reading comprehension strategies

Sungatullina

Zalyaeva

Gorelova

2016

SHS Web of Conferences

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Abstract. The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students' metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students' metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy

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The Effect of Teaching Cognitive and Metacognitive Strategies on EFL Students' Reading Comprehension Across Proficiency Levels

Cited by 28 publications

References 3 publications

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

English Reading Strategies and their Impact on Students' Performance in Reading Comprehension

Metacognitive awareness of TOEFL reading comprehension strategies

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