Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition

In most academic courses, success in school depends, in large part, on students’ ability to read effectively and implement the reading content to their future learning. Nevertheless, the lack of evidence-based instructional strategies in reading makes reading comprehension in a foreign language more...

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Main Authors:	Roohani, Ali, Asiabani, Shiva
Format:	Article
Language:	English
Published:	Penerbit UKM 2015
Online Access:	http://journalarticle.ukm.my/9082/ http://journalarticle.ukm.my/9082/ http://journalarticle.ukm.my/9082/1/8234-27910-1-PB.pdf

id	ukm-9082
recordtype	eprints
spelling	ukm-90822015-10-05T09:06:09Z http://journalarticle.ukm.my/9082/ Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition Roohani, Ali Asiabani, Shiva In most academic courses, success in school depends, in large part, on students’ ability to read effectively and implement the reading content to their future learning. Nevertheless, the lack of evidence-based instructional strategies in reading makes reading comprehension in a foreign language more difficult. In this light, learning about reading strategies has become an important issue because it provides the basis for a substantial amount of learning in literacy education and foreign language teaching/learning. This study then examined the effectiveness of a reading comprehension instruction (self-regulated strategy development, SRSD) on Iranian EFL learners’ reading comprehension of argumentative texts, and compared the effectiveness of such an instruction with nonstrategic-based (i.e., traditional) instruction. Additionally, it examined the metacognitive effects of participation in the nonstrategic-based instruction and strategic-based one, drawing on the TWA strategy (i.e., thinking before reading, thinking while reading, and thinking after reading). To achieve of this study aims, 70 Iranian EFL learners from a language school participated in the study with a pre-test and post-test control-group design. To collect data, reading summaries and a metacognitive awareness inventory (MAI) were used. Also, eht Oxford Placement Test was used to ensure the homogeneity of the participants at the entry phase, in terms of the target language (English) level. The analysis of covariance on the data indicated that the strategic-based i.e., SRSD, instruction had a positive impact on the participants’ reading comprehension of argumentative texts in the experimental group (i.e., SRSD group). Also, the effect of SRSD instruction on the participants’ reading comprehension of argumentative texts was significantly greater in the SRSD group than the non-SRSD (control) one. In addition, SRSD instruction significantly improved the L2 participants’ metacognition (including metacognitive awareness and regulation). The results draw L2 teachers’ attention to the importance of teaching self-regulated strategies as a way to improve argumentative reading and metacognition of L2 learners. Penerbit UKM 2015-09 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/9082/1/8234-27910-1-PB.pdf Roohani, Ali and Asiabani, Shiva (2015) Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition. GEMA: Online Journal of Language Studies, 15 (3). pp. 31-49. ISSN 1675-8021 http://ejournal.ukm.my/gema
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	In most academic courses, success in school depends, in large part, on students’ ability to read effectively and implement the reading content to their future learning. Nevertheless, the lack of evidence-based instructional strategies in reading makes reading comprehension in a foreign language more difficult. In this light, learning about reading strategies has become an important issue because it provides the basis for a substantial amount of learning in literacy education and foreign language teaching/learning. This study then examined the effectiveness of a reading comprehension instruction (self-regulated strategy development, SRSD) on Iranian EFL learners’ reading comprehension of argumentative texts, and compared the effectiveness of such an instruction with nonstrategic-based (i.e., traditional) instruction. Additionally, it examined the metacognitive effects of participation in the nonstrategic-based instruction and strategic-based one, drawing on the TWA strategy (i.e., thinking before reading, thinking while reading, and thinking after reading). To achieve of this study aims, 70 Iranian EFL learners from a language school participated in the study with a pre-test and post-test control-group design. To collect data, reading summaries and a metacognitive awareness inventory (MAI) were used. Also, eht Oxford Placement Test was used to ensure the homogeneity of the participants at the entry phase, in terms of the target language (English) level. The analysis of covariance on the data indicated that the strategic-based i.e., SRSD, instruction had a positive impact on the participants’ reading comprehension of argumentative texts in the experimental group (i.e., SRSD group). Also, the effect of SRSD instruction on the participants’ reading comprehension of argumentative texts was significantly greater in the SRSD group than the non-SRSD (control) one. In addition, SRSD instruction significantly improved the L2 participants’ metacognition (including metacognitive awareness and regulation). The results draw L2 teachers’ attention to the importance of teaching self-regulated strategies as a way to improve argumentative reading and metacognition of L2 learners.
format	Article
author	Roohani, Ali Asiabani, Shiva
spellingShingle	Roohani, Ali Asiabani, Shiva Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition
author_facet	Roohani, Ali Asiabani, Shiva
author_sort	Roohani, Ali
title	Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition
title_short	Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition
title_full	Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition
title_fullStr	Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition
title_full_unstemmed	Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition
title_sort	effects of self-regulated strategy development on efl learners’ reading comprehension and metacognition
publisher	Penerbit UKM
publishDate	2015
url	http://journalarticle.ukm.my/9082/ http://journalarticle.ukm.my/9082/ http://journalarticle.ukm.my/9082/1/8234-27910-1-PB.pdf
first_indexed	2023-09-18T19:53:57Z
last_indexed	2023-09-18T19:53:57Z
_version_	1777406404618878976

Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition

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