The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students

Li, Hong; Gan, Zhengdong; Leung, Shing On; An, Zhujun

doi:10.1177/21582440221086659

Cited by 21 publications

(34 citation statements)

References 38 publications

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“…In line with this, many other past studies have corroborated that the teaching of metacognitive strategies indeed helps to motivate ESL and EFL learners to be feel more motivated as they are aware of the trick of utilising the strategies learned to tackle the reading task given to them (Chin, 2019;Li et al, 2022;Tamin & Buyukahuska, 2020). To put into simpler words, when learners are conscious of the variety of metacognitive strategies which can be employed in various reading tasks, they further motivate them to make use of these strategies to become better readers.…”

Section: Motivation In Readingsupporting

confidence: 52%

“…12. Li et al (2022) The independent sample t-test results showed that there was a significant difference between the experimental group and the control after the participants from the experimental group received metacognitive reading strategy instruction.…”

Section: Kung and Aziz (2020)mentioning

confidence: 95%

“…Teaching metacognitive strategies presents a positive impact on English language learners' achievement in reading. One study indicated this success in China University EFL learners, especially on their reading comprehension, motivation, and self-efficacy (Li et al, 2022). The end result of their study showcased the positive impact presented through the 16week metacognitive strategy that helped the experimental group learners to outperform the control group learners in their reading comprehension test.…”

Section: Higher Achievement In Reading Tasksmentioning

confidence: 98%

“…A study conducted on 117 Chinese University EFL learners that was aimed at investigating the impact of teaching metacognitive readings strategies revealed that the university learners in the experimental group were able to self-regulate their own learning in utilising the metacognitive reading strategies taught to them after the intervention (Li et al, 2022). The learners' when interviewed, conveyed that being explicitly exposed to these strategies have given them the kick-start for them to be independent in taking charge of their learning in order to better themselves in improving their reading skills.…”

Section: Higher Achievement In Reading Tasksmentioning

confidence: 99%

“…Learners should also direct their thinking towards what they already know, what are the new connections they can make with their prior knowledge and what are the questions they want to get the answers for before reading a text (Teng, 2019;Li et at., 2022). Adding on, it was evident that directing learners to ponder on how a text might be structured could also help them in the process of upskilling their reading skills (Chin, 2019).…”

Section: Planning Before Reading As a Metacognitive Strategymentioning

confidence: 99%

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Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

Rajasagaran¹,

Ismail²

2022

IJARPED

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Reading has always been considered challenging by language learners. In line with this notion, many studies suggest that effective instructional approaches should be utilised to help these learners to improve their reading skills. Past studies have shown that one such potential instructional approach is the explicit teaching of metacognitive strategies in pursuit of aiding language learners to improve their reading skills. However, there are limited reviews that depicts the present studies which portrays the effectiveness of explicit teaching of metacognitive strategies for reading skills especially in ESL and EFL context. Therefore, this paper sought to fill in the gap by presenting a review of related published studies that researched on explicit teaching of metacognitive strategies to hone ESL and EFL learners' reading skills. 23 research studies were analysed in this review. The studies researched on explicit teaching of metacognitive strategies to English as a Second Language (ESL) learners and English as a Foreign Language (EFL) learners between the year 2016 to 2022 were selected from two different online databases, Google Scholar, and Educational Resources Information Centre (ERIC). The findings derived from the review outlined the effectiveness of utilising the teaching of metacognitive strategies explicitly that are higher achievement in reading tasks, self-regulated learning, active participation in reading tasks and motivation in reading. Furthermore, this review also revealed that the teaching of planning before reading, monitoring while reading and evaluating before reading should be supplemented as metacognitive strategies in reading lessons. This study proposes that further research should be carried out to investigate the challenges that are encountered by educators in teaching metacognitive strategies to ESL and EFL learners and as well as the challenges faced by these learners in absorbing the knowledge of metacognitive strategies taught to them.

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Section: Motivation In Readingsupporting

confidence: 52%

Section: Kung and Aziz (2020)mentioning

confidence: 95%

Section: Higher Achievement In Reading Tasksmentioning

confidence: 98%

Section: Higher Achievement In Reading Tasksmentioning

confidence: 99%

Section: Planning Before Reading As a Metacognitive Strategymentioning

confidence: 99%

See 3 more Smart Citations

Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

Rajasagaran¹,

Ismail²

2022

IJARPED

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Reading motivation and learning strategies among Chinese EFL learners

Li,

Wang,

Gan

et al. 2024

Psychology in the Schools

Self Cite

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Given the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL.

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Effects of Motivation on Chinese EFL Students to Read English Text on Social Media

Wang

Low

2023

Educ Inf Technol

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The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students

Cited by 21 publications

References 38 publications

Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

Reading motivation and learning strategies among Chinese EFL learners

Effects of Motivation on Chinese EFL Students to Read English Text on Social Media

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