EFL reading goals of grade 11 students across public and non-public schools in Addis Ababa, Ethiopia

Abstract

This study investigated the EFL reading goals of Grade 11 students across public and non-public schools in the Ethiopian capital, Addis Ababa. To this end, quantitative data were collected from 556 (375 public and 181 non-public) students via pre-tested structured questionnaire and analyzed into means, medians, standard deviations, ranges and Mann-Whitney U test scores. The results show that non-public school students were found better than public school students in possessing components of both extrinsic and intrinsic goals for reading. The notable exception in this regard is that public school students had higher social motivation for reading than their non-public school counterparts. Based on this finding, it has been concluded that non-public school students have a better chance of evolving as persistent self-initiated EFL readers since they have various goals which urge them to engage in reading a range of texts. It is thus recommended that English language teachers in public schools should constantly take actions to enable their students to develop appropriate EFL reading goals.

Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students

“…The students' metacognition may depend on their cognitive processes and efforts. It is evident that successful comprehension in EFL reading does not occur automatically (Ferede & Nchindila, 2017), and it rather depends on the directed cognitive effort of the students, referred to as their metacognitive processes, which consists of knowledge about and regulation of cognitive processing (Helmstaedter, Durch, Hoppe, & Witt, 2019). Therefore, the metacognitive knowledge of students will appear if they have good processes and efforts on their cognition.…”