Abstract
This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS) and Collaborative Strategic Reading (CSR) on English as a Foreign Language (EFL) learners' Reading Comprehension (RC). The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24); they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002) model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998) model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.
Highlights
Reading, functioning as a major channel for receiving information, has always been connected with knowledge acquisition, maturation of thoughts, and advancement; among the different components of language proficiency, Reading Comprehension (RC) is one of the most essential skills for English as a Foreign Language (EFL) learners (Lightbown & Spada, 2013)
Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted Preliminary English Test (PET) reading test and running an independent-samples t-test, revealed that the Metacognitive Strategies (MS) group performed significantly better than the Collaborative Strategic Reading (CSR) group in terms of RC
Considering the significance of RC in English Language Teaching (ELT) domain and developing EFL learners’ language skills (Lightbown & Spada, 2013), ELT researchers and practitioners have been engaged in finding effective reading instruction techniques and strategies for developing RC (Erten & Topkaya, 2009; Nosratinia et al, 2013)
Summary
Reading, functioning as a major channel for receiving information, has always been connected with knowledge acquisition, maturation of thoughts, and advancement; among the different components of language proficiency, Reading Comprehension (RC) is one of the most essential skills for English as a Foreign Language (EFL) learners (Lightbown & Spada, 2013). It has been stated that in addition to linguistic knowledge, topic familiarity, and general experience, the cognitive skills readers possess and use significantly correlate with their RC in general, especially in ELT contexts and when dealing with numerous intensive reading tasks (Anastasiou & Griva, 2009). These cognitive skills are believed to develop through training readers in using different strategies (McNamara, 2007). Researchers are paying more attention to teaching RC strategies (Murphy, Wilkinson, Soler, Hennessey, & Alexander, 2009)
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