English reading using think-aloud and its effects on Korean college students’ metacognition and academic motivation

Abstract

Objectives Given the scarcity of studies that determine the learners’ actual learning state, this study examines the aspects of English reading comprehension processes of university students using think-aloud to ascertain the effects on their metacognition and academic motivation.
 Methods The study examined 25 university students 10 in the control group (CG) and 15 in the experimental group (EG). While the CG simply interpreted the same reading materials, the EG wrote down every thinking process in their minds. The English reading comprehension processes of the EG were qualitatively analyzed; Their metacognition and academic motivation were quantitatively analyzed. Questionnaire items were measured on a four-point Likert scale.
 Results The most frequently observable English reading comprehension processes via think-aloud were “affective and aesthetic responses” in elaborative processes and “comprehension monitoring” in metacognitive processes. They accounted for approximately 50% at 37% and 21% respectively. The processes induced a significant improvement in the metacognition of the EG. Moreover, there was a statistically significant improvement in the use of global reading and problem-solving strategies. Despite no statistically significant difference in supportive reading strategies, the EG showed a higher mean score. The processes significantly affect the academic motivation of the EG, and intrinsic goal orientation, control beliefs, and self-efficacy.
 Conclusions Think-aloud is a suitable tool to understand English reading comprehension processes, and its use positively affects students’ metacognition and academic motivation.