The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language

The influence of metacognition monitoring on L2 Chinese audiovisual reading comprehension

“… Tsai et al (2010) found that language proficiency had a greater impact on English L2 speakers’ use of reading metacognitive strategies compared to native speakers, and that highly proficient L2 speakers were better able to use more metacognitive strategies to monitor their reading comprehension process, which was conducive to improving their text comprehension and thus achieving higher reading scores. Míguez-Álvarez et al (2021) also found that the monitoring accuracy of Spanish L2 speakers is influenced by their language level, that is, learners with lower L2 proficiency tended to overestimate their reading performance, while higher-level L2 learners are better able to monitor the reading process and make more accurate self-assessments. In addition, the absolute accuracy of metacognition monitoring was significantly higher in high-level learners than in low-level learners ( Gu and Wang, 2022 ), because high-level learners were more likely to pay attention to and identify important information in reading materials and also invested more time and cognitive resources.…”

“…Therefore, instructional interventions aimed at metacognition monitoring are essential. Teachers should provide learners with a variety of strategies needed to conduct more accurate self-assessment, such as planning and prediction of text content, assessment of the characteristics of text genre, assessment of a text content, construction and modification of a mental model, supervision of comprehension and text understanding, revision, and self-correction ( Míguez-Álvarez et al, 2021 ). Secondly, this study also found that the predictive effect of metacognition monitoring on L2 audiovisual comprehension is complex and is affected by the video difficulty and language proficiency, which reveals that we need to appropriately adjust the difficulty of the video task or text according to L2 learners’ language proficiency when training metacognition monitoring strategies, so as to motivate learners to mobilize their own initiative, monitor and regulate audiovisual comprehension in real time within a specific range of cognitive effort.…”

“…Kim (2014) found that text difficulty affected the metacognition monitoring strategies in English L2 online reading comprehension, and learners tended to adopt more metacognitive strategies for regulation when reading more complex texts, which had a greater impact on their reading comprehension. Furthermore, low-level L2 learners were not good at using metacognitive strategies to monitor the reading comprehension process, while high-level learners could self-assess more accurately ( Han and Stevenson, 2008 ; Tsai et al, 2010 ; Míguez-Álvarez et al, 2021 ; Gu and Wang, 2022 ). It is worth mentioning that Maki et al (2005) combined two factors of text difficulty and language proficiency.…”

Textual complexity adjustments to the English reading comprehension test for undergraduate EFL students

“…It makes sense that the metacognitive awareness of EFL readers tends to be lower than that of native readers, as EFL readers initially struggle with linguistic knowledge before developing their metacognitive awareness [ 24 ]. In a sense, metacognitive awareness is closely associated with readers who display high ability either in comprehension or language proficiency since they already have sufficient capital to mediate the necessary cognitive processes for solving reading assignments [ 25 , 26 ].…”