Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

Autor/inn/en	Aghaie, Reza; Zhang, Lawrence Jun
Titel	Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 40 (2012) 6, S.1063-1081 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-011-9202-5
Schlagwörter	Transfer of Training; Instructional Effectiveness; Intervention; Reading Instruction; Foreign Countries; Reading Comprehension; Metacognition; Quasiexperimental Design; Reading Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Reading Habits; Iran + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Unterrichtserfolg; Leseunterricht; Ausland; Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading habit; Lesegewohnheit
Abstract	This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and metacognitive reading strategies on reading performance and strategy transfer, the study has a quasi-experimental design involving a contrast group and a treatment group, with whom an intervention program was implemented. The treatment group achieved significantly better results than the contrast group after four months of strategy-based instruction. Results of paired-sample "t"-tests and independent "t"-tests and effect size showed that reading comprehension and reading strategy use improved with strategy instruction. Moreover, SPANOVA analyses showed that the participants in the treatment group performed better than those in the contrast group in reading comprehension and reading strategy transfer. Results also showed that strategy instruction contributed to autonomous reading behaviors. Recommendations for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10