An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

Autor/inn/en	Al-Kiyumi, Omaima; Seyabi, Fawzia Al; Hassan, Abdul Hamid
Titel	An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman
Quelle	In: International Education Studies, 14 (2021) 8, S.30-42 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Metacognition; Reading Strategies; Reading Comprehension; Student Attitudes; Reading Instruction; Instructional Effectiveness; Reading Skills; Teaching Methods; College Freshmen; English (Second Language); Second Language Instruction; Oman; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Schülerverhalten; Leseunterricht; Unterrichtserfolg; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students' results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students' performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners' reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01