The Impact of Metacognitive Strategy Training and Critical Thinking Awareness-Raising on Reading Comprehension

Autor/inn/en	Mohseni, Fatemeh; Seifoori, Zohreh; Ahangari, Saeideh
Titel	The Impact of Metacognitive Strategy Training and Critical Thinking Awareness-Raising on Reading Comprehension
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1720946 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1720946
Schlagwörter	Critical Thinking; Metacognition; Second Language Learning; Second Language Instruction; English (Second Language); Comparative Analysis; Foreign Countries; Teaching Methods; Reading Strategies; Learning Strategies; Reading Comprehension; Reading Tests; Pretests Posttests; Outcomes of Education; Males; Iran + Suchen Sie Ihr Suchwort? Kritisches Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseverstehen; Lesetest; Lernleistung; Schulerfolg; Male; Männliches Geschlecht
Abstract	The present quasi-experimental research aimed to examine the differential effect of metacognitive strategy training and critical thinking awareness-raising on EFL learners' reading comprehension of general reading (GR), cause and effect (CE), and argumentative (ARG) texts. The study set to investigate the extent to which raising Iranian EFL learners' awareness of critical thinking skills and three sets of metacognitive reading strategies including global, problem-solving, and support may influence the three groups of participants' reading comprehension. To this end, a purposeful sample of 54 intermediate male Iranian EFL learners attending three classes was recruited from a pool of 85 English learners and was randomly assigned as two experimental groups receiving metacognitive training (MCG) and critical thinking awareness-raising (CTG) and a control group (CG). The research data were gleaned using a researcher-made piloted 54-item reading comprehension test. The results of the paired sample t-test analyses demonstrated that both MCG and CTG made significant improvements in comprehending GR and ARG texts from the pre-test to the post-test and that both outperformed the CG in comprehending GR and ARG post-tests. With regard to CE comprehension, the only significant difference was observed between the MCG and the CG. The findings offer a number of pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01