Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context

Sepideh Berenji,Enrique Palou

doi:10.1155/2021/6766793

Abstract

Successful reading necessitates the application of metacognitive reading strategies, which have been proven to be effective in enhancing comprehension in EFL contexts. This quasiexperimental study, thus, aimed to implement a problem-based learning method (PBL) in an EFL instructional setting to investigate its effect on EFL learners’ metacognitive reading strategies awareness and use and their comprehension ability. Two groups of students at the elementary level, one experimental (N = 40) and one control (N = 40) were selected. Their homogeneity in English proficiency was probed by Key English Test (KET). The experimental group received PBL and the control group followed the explicit lecture-based teaching method. The two groups completed pre- and posttest of metacognitive awareness of reading strategies inventory (MARSI) and reading comprehension. The findings based on univariate analysis of covariance indicated that the experimental group had high metacognitive reading strategies awareness and enhanced their comprehension ability to a high extent. Practitioners should pay special attention to the PBL method in EFL contexts if they want to enhance metacognitive strategies awareness and cultivate effective reading.

Highlights

To acquire professional knowledge in variety of subject fields and to use material in different contexts, reading comprehension is considered an important skill [1]
Reading comprehension can be achieved when the readers get the meaning of the texts by focusing on textual and background information and implement metacognitive reading strategies [3]. e strategies readers employ while reading texts will be useful in solving comprehension problems that they may encounter [4]
Taking Iranian EFL settings into account, it becomes evident that reading comprehension constitutes major part of the course, most learners do not have the required ability [6]. ese reading comprehension courses with malfunctioning in instruction are heavily loaded with the grammar-translation method, lack of enough exposure to meaningful knowledge construction, and important of all, almost no attention to enhance metacognitive reading awareness. erefore, the major sources of difficulty in these contexts might stem from ignoring meaningful development of metacognitive strategies awareness in reading

Summary

Introduction

To acquire professional knowledge in variety of subject fields and to use material in different contexts, reading comprehension is considered an important skill [1]. Tavakoli and Kosha [30] investigated the impact of explicit metacognitive strategy instruction on reading comprehension and self-efficacy among EFL university students in a mixed-method study. E findings of the study indicated a positive impact of explicit instruction on EFL learners’ metacognitive reading strategies awareness and comprehension ability.

Results

Conclusion