A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning Strategies and Their Relationships with EFL Learners' Reading Comprehension Promotion

Autor/inn/en	Nasab, Mahdiyeh Seyed Beheshti; Motlagh, Seyyed Fariborz Pishdadi
Titel	A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning Strategies and Their Relationships with EFL Learners' Reading Comprehension Promotion
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 3, S.166-184 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Reading Comprehension; Metacognition; Learning Strategies; Statistical Analysis; Correlation; English (Second Language); Second Language Learning; Quasiexperimental Design; Student Placement; Language Proficiency; Language Tests; Teaching Methods; Experimental Groups + Suchen Sie Ihr Suchwort? Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerpraktikum; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study attempts to shed light on how learners' exact attention can be in line with learning meaningfully and bring about remarkable changes in the learning ability of upper-intermediate EFL learners through employing certain learning strategy items with the aim of enhancing reading scores and consequently injecting into learners a sense of satisfaction with their work. Additionally, this study aimed to investigate the relationship of metacognitive, cognitive, and social/affective strategies with EFL learners' reading comprehension. To this end, the study employed a quasi-experimental design with a placement test as a proficiency test to find the homogeneity of groups. Each group received one main strategy and then, according to Oxford (1990) training model, the students were exposed to those strategies accompanied with reading comprehension texts. Learners' progress and also the relationship of those strategies with reading comprehension were measured during the sixteen sessions of teaching and employing the strategies. Independent sample T-Test with Pearson correlations indicated that metacognitive group significantly outperformed the other groups, so metacognitive strategies were more in line with EFL learners' reading comprehension. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01