The predictive power of vocabulary, syntax and metacognitive strategies for L2 reading comprehension

Sarbazi, Mohamadreza; Khany, Reza; Shoja, Leyla

doi:10.2989/16073614.2021.1939076

Cited by 5 publications

(4 citation statements)

References 29 publications

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“…Similar to previous studies, path analysis revealed that students' L2 reading proficiency was a significant predictor of their L2 reading test performance [35,37,38,48,49]. Undoubtedly, L2 learners' performance on language tests is heavily dictated by their L2 language proficiency [57].…”

Section: The Relationship Between Metacognitive Knowledge L2 Reading ...supporting

confidence: 76%

“…Although prior studies were unable to verify the relationship between metacognitive knowledge, L2 reading test scores, and question formats, researchers have discovered that learners' L2 reading skills were a stronger predictor of L2 reading test scores than metacognitive strategy use (e.g., [35,38,48,49]). Schoonen et al (1998) [37] and Kim (2016) [36] further indicated that learners' L2 proficiency played an important role not only in L2 reading performance but also in the predictive strength of metacognitive strategy use.…”

Section: Metacognitive Knowledge and L2 Readingmentioning

confidence: 98%

“…For example, although the relationship between metacognitive knowledge and reading comprehension has been confirmed, studies that focus on exploring the impact of metacognitive knowledge on reading test scores-particularly with regard to question formats-are sparse. Researchers indicated that learners' L2 proficiency, in comparison to the use of metacognitive strategies, is a stronger predictor of L2 reading test scores [12,35,48,49]; indeed, it is demonstrable that L2 language competence contributes more heavily to L2 reading test scores when compared to metacognitive knowledge. Studies also indicated that L2 proficiency might help determine whether learners' metacognitive strategy use benefits reading test scores [36,37].…”

Section: Metacognitive Knowledge and L2 Readingmentioning

confidence: 99%

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The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

Liao,

Lee

2024

Education Sciences

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: In the context of L2 academic reading, teachers tend to use a variety of question formats to assess students’ reading comprehension. Studies have revealed that not only question formats but also L2 language proficiency might affect how students use metacognitive strategies. Moreover, studies have determined that students’ L2 reading comprehension is positively influenced by their metacognitive knowledge, though whether this positive influence is reflected in students’ test scores is still under debate. This study therefore adopted path analyses to investigate the relationship between metacognitive knowledge, L2 reading proficiency, L2 reading test scores, and question formats. A total of 108 ESL students took English reading tests in multiple-choice and short-answer question formats and completed a reading strategy survey to measure their metacognitive knowledge of three types of strategies: global, problem-solving, and supporting. In both question formats, path analyses indicated that (1) metacognitive knowledge contributed to L2 reading test scores and (2) students’ L2 reading proficiency mediated the impact of metacognitive knowledge on their test performance. Moreover, path analyses revealed that question formats might play an important role in altering the impact of metacognitive knowledge on L2 reading test scores. Implications for instruction and L2 reading assessment are discussed.

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Section: The Relationship Between Metacognitive Knowledge L2 Reading ...supporting

confidence: 76%

Section: Metacognitive Knowledge and L2 Readingmentioning

confidence: 98%

Section: Metacognitive Knowledge and L2 Readingmentioning

confidence: 99%

See 1 more Smart Citation

The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

Liao,

Lee

2024

Education Sciences

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“…For instance, EFL writers’ motivational beliefs and self-efficacy were found to be strong predictors of English writing self-regulated learning strategies ( Teng and Zhang, 2020 ). A study by Sarbazi et al (2021) reported that vocabulary, syntax, and learners’ metacognitive reading strategies could collectively predict changes in English reading comprehension. Moreover, a study on listening for EFL learners unveils that metacognitive intervention in their first language significantly improved their EFL listening performance ( Bozorgian et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language

2023

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The prominent impact of metacognition on learners’ academic achievement is widely discussed. Learners armed with appropriate metacognitive strategies should witness enhancement in learning performance. Similarly, the concept of grit is also valued as a crucial factor contributing to the improvement of academic achievement. Nevertheless, discussion of the relationship between metacognition and grit or their collective influence on other educational and psychological variables is limited, not to mention that an instrument measuring learners’ metacognitive awareness of grit is a desideratum. Hence, by incorporating the constructs of metacognition and grit, the present research developed a measurement scale to address this need, named the Metacognitive Awareness of Grit Scale (MCAGS). The MCAGS consists of four components and initially included 48 items. It was later distributed to 859 participants for the purpose of scale validation. Confirmatory factor analysis was applied to evaluate the scale’s validity and explore the factor-item relationship. A final model containing 17 items was retained. Implications and future directions were discussed.

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Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension

Sasson,

Schiff,

Zluf

2024

Read Writ

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The predictive power of vocabulary, syntax and metacognitive strategies for L2 reading comprehension

Cited by 5 publications

References 29 publications

The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language

Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension

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