Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context.

Autor/inn/en	Zhang, Lian; Seepho, Sirinthorn
Titel	Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context.
Quelle	In: Electronic journal of foreign language teaching, 10 (2013) 1, S. 54-69 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Metakognition; Lernmethode; Fremdsprachenunterricht; Englischunterricht; Lesen; China
Abstract	It is known that metacognitive strategies are important for successful second/foreign language readers. This paper investigated the metacognitive strategies of English major students in academic reading at Guizhou University in China. All of the participants were third-year English majors. The data were collected by means of a Metacognitive Strategy Questionnaire (MSQ), a semi-structured interview and a reading comprehension test. The results revealed the overall metacognitive strategy use in academic reading comprehension of Chinese EFL (English as a Foreign Language) students with both high and low proficiency. The in-depth analysis of their differences was also illustrated. The results indicated that there was a significant positive correlation between metacognitive strategy use and English reading achievement. This study bears crucial pedagogical implications in the teaching of reading for EFL learners. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2