Effects of Self-Regulated Strategy Development on EFL Learners’ Reading Comprehension and Metacognition

Ali Roohani, Shiva Asiabani

Abstract


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, the 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.


Keywords


reading; Self-Regulated Strategy Development (SRSD); metacognition; TWA strategy; EFL teaching

Full Text:

PDF

References


Akkakoson, S. (2012). Raising Strategic Awareness of Thai EFL Students of Science and Technology Disciplines through Metacognitive Strategy Training. 3L: Language Linguistics Literature®, Southeast Asian Journal of English Language Studies. 18(4), 35- 47.

Alexander, P. A., & Jetton, T. L. (2000). Learning from Text: A Multinational and Developmental Perspective. In M. Kamil, P. P. D., Mosenthal, & R. Barr (Eds.). Handbook of Reading Research (pp. 285-310). Mahwah, NJ: Elbaum.

Allen, L. (2004). The Oxford Placement Test. Oxford: Oxford University Press.

Antoniou, F. & Souvignier, E. (2007). Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities. Learning Disabilities: A Contemporary Journal. 5(1), 41-57.

Baker, L. & Brown, A. L. (1984). Metacognitive Skills and Reading. In P. D. Pearson, M. Kamil, R. Barr, & P. Mosenthal (Eds.). Handbook of Research in Reading (pp. 353-395). New York: Longman.

Birjandi, P. & Sayyari, M. (2010). Self-assessment and Peer-assessment: A Comparative Study of their Effects on Writing Performance and Rating Accuracy. Iranian Journal of Applied Linguistics, 13(1), 23-45.

Burchard, M. S. (2002). Long-term metacognitive effects of a strategic learning course for postsecondary students with and without disabilities. Unpublished master’s degree, James Madison University.

Caverly, D. C., Nicholson, S. A., & Radcliffe, R. (2004). The Effectiveness of Strategic Reading Instruction for College Developmental Readers. Journal of College Reading and Learning. 35(1), 25- 49.

Chambliss, M. J. (1995). Text Cues and Strategies Successful Readers Use to Construct the Gist of Lengthy Written Arguments. Reading Research Quarterly. 30, 778-807.

Chung, M. (2000). The Development of Self-regulated Learning. Asia Pacific Education Review. 1(1), 55-66.

Cohen, A. D., Weaver, S. F., & Li, T. (1998). The Impact of Strategic Based Instruction on Speaking a Foreign Language. In A. Cohen (Ed.), Strategies in Learning and Using a Second Language (pp. 107-56). London: Longman.

Cubukcu, F. (2007). An Investigation of Reading Strategies Employed by Trainee Teachers. GEMA Online® Journal of Language Studies. 7(2), 95-110.

Cubukcu, F. (2008). Enhancing Vocabulary Development and Reading Comprehension through Metacognitive Strategies. Issues in Educational Research. 18(1), 1-11.

Druitt, E. E. (2002). Investigating Students’ Achievement Before and After a Reading Intervention Program. Masters Abstracts International. 40(06), 13-41.

Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. New York: Pearson Education.

Graham, S., & Harris, K. R. (2003). Students with Learning Disabilities and the Process of Writing: A Meta-analysis of SRSD Studies. In H. L.

Swanson, K. R. Harris, & S. Graham (Eds.). Handbook of Learning Disabilities (pp. 323-344). New York: The Guilford Press.

Graham, S., & Harris, K. (2005). Writing Better: Effective Strategies for Teaching Students with Learning Disabilities. Baltimore, MD: Paul H. Brookes.

Graham, S., & Harris, K. R., Mason, L. (2005). Improving the Writhing Performance, Knowledge, and Self-efficacy of Struggling Young Writer: The Effect of Self-regulated Strategy Development. Contemporary Educational Psychology. 30(3), 207-241.

Haria, P. D. (2010). The effects of teaching a genre-specific reading comprehension strategy on struggling fifth grade students’ ability to summarize and analyze argumentative texts. Unpublished doctoral dissertation, University of Delaware, U S.

Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful Writing Strategies for All Students. Baltimore, MD: Brooks.

Hoyt, L. R. (2010). The effect of self-regulatory strategy development on reading comprehension ability for students with emotional and behavioral disability. Unpublished doctoral dissertation, University of Washington.

Ismail Ammar, A. M. (2003). The effects of self-regulated reading strategy development on the prospective EFL teachers’ critical reading skills and reading motivation. Unpublished manuscript, University of South Valley.

Jacobson, L. T., & Reid, R. (2007). Self-regulated Strategy Development for Written Expression: Is It Effective for Adolescents. EBP Briefs. 2(3), 1-12.

Jafarigohar, M., & Khanjani, A. (2014). Text Difficulty Effect on Metacognitive Reading Strategy Use among EFL Learners. GEMA Online® Journal of Language Studies. 14(2), 47-59.

Kolić-Vehovec, S., Rončević, B., & Bajšansk, I. (2008). Motivational

Components of Self-regulated Learning and Reading Strategy Use in University Students: The Role of Goal Orientation Patterns. Learning and

Individual Differences. 18(1), 108-113.

Li, J., & Chun, C. K. (2012). Effects of Learning Strategies on Student Reading Literacy Performance. The Reading Matrix. 12(1), 30-37.

Li, L., & Kaur, S. (2014). Textbook Reading Strategies and its Relationship to Reading Test Performance. GEMA Online® Journal of Language Studies. 14(3), 1-18.

Levine, A., Ferenz, O., & Reves, T. (2000). EFL Academic Reading and Modern Technology: How Can we Turn our Students into Independent Critical Readers? TESL. 4(4), 1-9.

Larson, M., Britt, M. A., & Larson, A. (2004). Disfluencies in Comprehending Argumentative Texts. Reading Psychology. 25(3), 205-224.

Mokhtari, K., & Reichard, C. A. (2002). Assessing Students’ Metacognitive Awareness of Reading Strategies. Journal of Educational Psychology. 94(2), 249-259.

Nabavi Ekhlas, N., & Shangarffam, N. (2012). The Relationship between Determinant Factors of Self-regulation Strategies and Main Language Skills and Overall Proficiency. Procedia-social and Behavioral Sciences.

, 137-147.

Nambiar, R. M. K. (2007). Enhancing Academic Literacy among Tertiary Learners: A Malaysian experience. 3L: Language Linguistics Literature®, Southeast Asian Journal of English Language Studies. 13, 77-94.

Noorizah, M. N. (2006). Reading Academic Text: Awareness and Experiences among University ESL learners. GEMA Online® Journal of Language Studies. 6(2), 65-78.

Paris, S. G., Wasik, B. A., & Turner, J. C. (1996). The Development of Strategic Readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.). Handbook of Reading Research (Vol. 2, pp. 609-640).

Mahwah, NJ: Lawrence Erlbaum Associates.

Phakiti, A. (2003). A Closer Look at the Relationship of Cognitive and Metacognitive Strategy use to EFL Reading Comprehension Test Performance. Language Testing. 20(1), 26-56.

Pintrich, P. R. (2000). The Role of Goal Orientation in Self-regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of Self-regulation (pp. 451-502). San Diego, CA: Academic Press.

Pintrich, P. R., (2002). The role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice. 41(4), 219-225.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology. 82, 33-44.

Pritchard, R. E., Romeo, G. C., & Muller, S. A. B. (1999). Integrating Reading Strategies into the Accounting Curriculum. College Student Reading. 33(1), 77-82.

Rogevich, M., & Perin, D. (2008). Effects on Science Summarization of a

Reading Comprehension Intervention for Adolescents with Behavioral and

Attention Disorders. Exceptional Children. 74(2), 135-154.

Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive

Awareness. Contemporary Educational Psychology. 19(4), 460-475.

Steffens, K. (2008). Technology Enhanced Learning Environments for Self-regulated Learning: A Framework for Research. Special Issue: Self-Regulated Learning in a Digital World. 17(3), 221-223.

Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective Schools and Accomplished Teachers: Lessons about Primary-Grade Reading Instruction in Low Income Schools. Elementary School Journal. 101, 121-165.

Zimmerman, B. J. (2000). Attaining Self-regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of Self-regulation (pp. 13-39). San Diego, CA: Academic Press.


Refbacks

  • There are currently no refbacks.


 

 

 

eISSN : 2550-2131

ISSN : 1675-8021