This article discusses the results of research investigating the effect of metacognitive strategy training on the reading comprehension and metacognitive knowledge of Polish intermediate learners of English as a foreign language. Results of a pretest and posttest questionnaire and a reading comprehension test administered to both an experimental and a control group of students suggest that students who were taught to apply self-regulatory strategies while performing a task related to reading could enhance their metacognitive knowledge of themselves as readers, their perceptions of the reading process and reading strategies, and their motivation as well as self-evaluation of reading skills. With respect to the students’ reading comprehension, a comparison of the effect of the training on students at two levels of language competence indicates that the training was more effective for the less proficient students. The study points to the effectiveness of metacognitive strategy training for students at an intermediate level of language proficiency. It also stresses the significance of learners’ beliefs concerning reading and underscores the role of metacognition in developing reading skills.
2017. Psycho-Linguistic Model of Reading Strategies Awareness in EFL Contexts. Reading Psychology 38:2 ► pp. 125 ff.
Rassaei, Ehsan
2017. Effects of three forms of reading-based output activity on L2 vocabulary learning. Language Teaching Research 21:1 ► pp. 76 ff.
de Zarobe, Yolanda Ruiz & Victoria Zenotz
2015. Reading strategies and CLIL: the effect of training in formal instruction. The Language Learning Journal 43:3 ► pp. 319 ff.
Ruiz de Zarobe, Yolanda & Victoria Zenotz
2018. Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time?. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 319 ff.
Trendak, Olga
2015. Strategy Training and Research Methodology. In Exploring the Role of Strategic Intervention in Form-focused Instruction [Second Language Learning and Teaching, ], ► pp. 93 ff.
Akkakoson, Songyut
2013. The relationship between strategic reading instruction, student learning of L2‐based reading strategies and L2 reading achievement. Journal of Research in Reading 36:4 ► pp. 422 ff.
Grenfell, Michael & Vee Harris
2013. Making a difference in language learning: the role of sociocultural factors and of learner strategy instruction. The Curriculum Journal 24:1 ► pp. 121 ff.
Raissi, Reza & Mostafa Roustaei
2013. On the Relationship of Reading Strategies, Extensive Reading and Self-efficacy. Procedia - Social and Behavioral Sciences 90 ► pp. 634 ff.
Zenotz, Victoria
2012. Awareness development for online reading. Language Awareness 21:1-2 ► pp. 85 ff.
Plonsky, Luke
2011. The Effectiveness of Second Language Strategy Instruction: A Meta‐analysis. Language Learning 61:4 ► pp. 993 ff.
Park, Yong-Hyo
2010. A Relationship Between Reading Comprehension and Reading Strategy Use: Meta-Analysis. English Teaching 65:3 ► pp. 3 ff.
Macaro, Ernesto & Lynn Erler
2008. Raising the Achievement of Young-beginner Readers of French through Strategy Instruction. Applied Linguistics 29:1 ► pp. 90 ff.
This list is based on CrossRef data as of 15 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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