The Effect of Explicit Metacognitive Strategy Instruction on Reading Comprehension and Self-Efficacy Beliefs: The Case of Iranian University EFL Students

Tavakoli, Hossein; Koosha, Mansour

doi:10.30827/digibug.53893

Cited by 45 publications

(60 citation statements)

References 44 publications

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“…Monitoring strategies encompass organising information in the text, making predictions, making inferences, identifying main ideas, interpreting and evaluating one's understanding of the text, developing a representation of the text by integrating ideas, and monitoring understanding. Finally, evaluating strategies include the use of strategies such as asking questions for understanding, summarising, and re-reading (Tavakoli, 2014). Accordingly, one can consider that using self-assessment as part of reading courses can enhance self-regulation, a component of metacognition which is regarded as an important aspect for developing skilled reading.…”

Section: Kenzamentioning

confidence: 99%

“…Eventually, they were able to understand the text. This is due to the fact that comprehension monitoring facilitates the reader's access to meaning (Tavakoli, 2014;Yuksel & Yuksel, 2012). Applying Comprehension monitoring facilitated the use of control processes which are responsible for coordinating action between reading strategies throughout the reading process (ibid.).…”

Section: Kenzamentioning

confidence: 99%

“…To add, Estacio (2013) see that awareness of criteria of effective reading process promotes monitoring skills which have a direct impact on the quality of text comprehension. In addition, comprehension monitoring develops in response to strategy use; and eventually this has an impact on developing reading comprehension skills (Ditzel, 2010;Tavakoli, 2014). Furthermore, using the criteria familiarised the participants with the demands of reading and raised their awareness of the strategies they can use.…”

Section: Kenzamentioning

confidence: 99%

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The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills

Takarroucht

2021

JEET

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Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data. The quantitative data were test scores collected as part of a pre-experiment. The pre-experiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a self-assessment of reading strategies checklist. The qualitative data were obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.

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Section: Kenzamentioning

confidence: 99%

Section: Kenzamentioning

confidence: 99%

Section: Kenzamentioning

confidence: 99%

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The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills

Takarroucht

2021

JEET

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“…Thus, research studies were conducted on specific EFL learners from various L1 backgrounds like Arabic, Chines, Korean, Malay, Persian, Turkish, etc. For example, when rank-ordering strategies recognized by L1 Persian college-student learners, Tavakoli (2014) found that learners used to support strategies at a moderate rate first, followed by global strategies problem-solving strategies the least. Madhumathi and Ghosh (2012), however, studied Hindi speaking college students and found the order to be problemsolving strategies first followed by global and then support strategies.…”

Section: Introductionmentioning

confidence: 99%

Reading English as a foreign language: The interplay of abilities and strategies

Al-Qahtani

2021

Indonesian J. Appl. Linguist.

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This paper investigates the preferred order of reading strategies at three ability levels by L1 Arabic learners of English in an EFL setting. Then it explores whether there was a relationship between ability level and strategy use. Ninety-two EFL college students enrolled in a reading comprehension class participated in this study. They took a TOEFL reading section to determine their reading abilities/levels, and then they completed a biographical and the Survey of Reading Strategies (SORS) questionnaires. Then, statistical analyses were conducted. The results showed that each ability level reported strategy use differently in terms of order and intensity. There was also a statistical significance in strategy use between the high ability and the low ability levels. The low ability level participants reported higher use of the global reading strategies than the high ability group. However, no statistical significance of association was found between reading ability and strategy use

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“…Therefore, explicit teaching of L2 reading strategies has been recommended (Williams & Burden, 1997) in order to help L2 learners increase their consciousness of the L2 reading comprehension strategies (Davis, 2010;Wright & Brown, 2006), enhance their performance on exams, and become more autonomous readers (Carrell, Pharis, & Liberto, 1989). Considering the importance of L2 reading strategies in successful L2 reading, a vast number of research has been conducted and indicated a strong positive relationship between reading strategies and reading comprehension achievement (Naseri & Zaferanieh, 2012;Tavakoli, 2014). Several studies also proved the effective role of teaching L2 reading strategies in improving L2 reading skills (Aghaie & Zhang, 2012;Akkakoson, 2013;Bakhtiari, 2020;Dabarera, Renandya, & Zhang, 2014;Fathi & Afzali, 2020;Liao & Wang, 2018;Manoli, Papadopoulou, & Metallidou, 2016;Motallebzadeh & Mamdoohi, 2011;Shih & Reynolds, 2018;Zhang, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

Valizadeh

2021

education

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This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners’ in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,based on the results of the Oxford Quick Placement Test. The whole treatment/control period lasted for 20 sessions during 10 weeks on a Reading course. The experimental group (n = 26) received instruction in reading strategies (i.e., previewing, finding the main idea, scanning, identifying examples, identifying definitions, identifying time and sequence words, reading numerical tables, making inferences, reading statistical tables, distinguishing fact from opinion) and the control group (n = 25) received instruction based on traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).Data were collected via a reading proficiency test. The result of the independent samples t-test showed that the experimental group significantly outperformed the control one.

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The Effect of Explicit Metacognitive Strategy Instruction on Reading Comprehension and Self-Efficacy Beliefs: The Case of Iranian University EFL Students

Cited by 45 publications

References 44 publications

The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills

The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills

Reading English as a foreign language: The interplay of abilities and strategies

The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances

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