The effect of metacognitive reading strategies training on EFL students’ critical reading skills: A quasi experimental study

Date

2024-8

Author

Coşkun, Derya

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Critical reading is a complex activity requiring learners to interpret and analyse different text dimensions. Since using strategies effectively is regarded as an important factor in improving learners’ academic performance, training students on how to use strategies effectively has come to the fore. In this sense, regulation of the learning process requires using metacognitive reading strategies (MRS) which help students improve students’ use, regulation and awareness of reading strategies. However, studies dealing with metacognitive strategy training and critical reading are not common in the literature. Therefore, this study aims to explore the effects of metacognitive reading strategy training on EFL students’ critical reading skills via The Cognitive Academic Language Learning Approach (CALLA) model. The quasi-experimental study used inventories, questionnaires, achievement tests, semi- structured interviews, think-aloud protocols, and student reflections to collect quantitative and qualitative data. The data were analysed through statistical tests and content analysis technique. The findings found no statistically significant difference between the control and experimental groups’ metacognitive strategy use, metacognitive awareness levels, and critical reading scores although both groups improved their internal scores. Accordingly, the procedure for enhancing metacognitive awareness and designing critical reading course was proposed based on the discussion of similarities and differences between this study and previous studies. Then, some implications were provided for EFL students, teachers, and material designers. Lastly, suggestions for further research were presented by referring to the limitations of the study.

Subject Keywords

Metacognitive reading strategies training, Critical reading, CALLA model, Metacognitive awareness

URI

https://hdl.handle.net/11511/110906

Collections

Graduate School of Social Sciences, Thesis