文章基本信息

标题：Metacognitive Strategy Awareness and Its Effect on the Learners’ Reading Comprehension Ability: Revisited
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作者：Saeed Shamsini ; Seyyed Ahmad Mousavi
期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：3
出版社：Brahmaputra Publishing House
摘要：The present study aims at investigating the effects of metacognitive awareness of EFLsophomore university students on the reading comprehension performance. Metacognitivelearning strategies may help L2 learners to be more independent, and autonomous. Studentswithout meta-cognitive approaches are essentially learners without direction and ability toreview their progress, accomplishments, and future learning directions (O‘Malley, et al. 1985).Three intact classes (N= 75) from among sophomore EFL Iranian undergraduates participatedin this study. The classes were randomly assigned to summarization, question-generation (asmetacognitive strategies), and control groups. The participants were given the readingcomprehension section of the TOEFL as the pre-test. The experimental groups were taught howto prepare a summary out of a reading passage or generate questions, while the control groupreceived no particular metacognitive training. In the end, the participants were post-tested bytaking the reading comprehension section of the TOEFL. The results (in the contrary to theresearchers’ expectation) indicated that the experimental groups’ mean scores were a littlehigher than that of the control group; however, using the one-way ANOVA, the differencesobserved between the means were not significant to reject the null hypotheses. This may suggestthat short-term instruction of metacognitive strategies may not be so effective in improving EFLlearners’ reading comprehension ability.
关键词：metacognitive strategies; learning strategies; summarization; question-generation;reading comprehension ability