Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

Autor/inn/en	Seedanont, Charinwit; Pookcharoen, Suphawat
Titel	Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency
Quelle	In: English Language Teaching, 12 (2019) 7, S.75-86 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Metacognition; Reading Strategies; Second Language Learning; English (Second Language); Language Proficiency; Private Schools; Males; Language Tests; Reading Tests; Scores; Reading Instruction; Second Language Instruction; Instructional Effectiveness; High School Students; Grade 11; Thailand (Bangkok); International English Language Testing System + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Private school; Privatschule; Male; Männliches Geschlecht; Language test; Sprachtest; Lesetest; Leseunterricht; Fremdsprachenunterricht; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Language tests; Englisch
Abstract	EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one's deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners' reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners' proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students' awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01