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On the Role of Metacognitive Strategy Training for EFL Reading Comprehension in an Input-poor Environment
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In: http://www.textroad.com/pdf/JAEBS/J.%20Appl.%20Environ.%20Biol.%20Sci.%204%287%29226-231%202014.pdf (2014)
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Abstract:
ABSTRACT Little investigations have been conducted to highlight the role of learner strategies, metacognitive awareness, and reading comprehension, particularly metacognitive strategy training, in the foreign language learning contexts; most notably in "input-poor" environments. This experimental study sought to establish the possible effects of metacognitive strategy training on reading proficiency of 60 ESL university students in an input-poor environment who were selected randomly and divided into the experimental and the control groups. This study adopted Flavell's model of cognitive monitoring and Vygotsky's metaphor of Zone Proximal Development with its concomitant scaffolding notion as its theoretical frameworks. Results from descriptive statistics and ANOVA indicated that the experimental group performed significantly better than the control group on reading tests at the significance level of .05. It is a testament to the phenomenal success of the metacognitive strategy training for EFL learners in an input-poor environment where conscious attention to learner strategies certainly merits closer consideration and is more critical than unconscious acquisition caused by exposure to ample foreign language input outside the classroom.
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1040.8761
http://www.textroad.com/pdf/JAEBS/J.%20Appl.%20Environ.%20Biol.%20Sci.%204%287%29226-231%202014.pdf
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Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment
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In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias
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