The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension of 5th Grade EFL Students in Kuwait

Autor/inn/en	AlAdwani, Amel; AlFadley, Anam; AlGasab, Maha; Alnwaiem, Ahmad F.
Titel	The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension of 5th Grade EFL Students in Kuwait
Quelle	In: English Language Teaching, 15 (2022) 1, S.79-91 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Reading Instruction; English (Second Language); Second Language Instruction; Reading Strategies; Metacognition; Reading Comprehension; Elementary School Students; Reading Achievement; Grade 5; Language Proficiency; Reading Skills; Gender Differences; Teacher Characteristics; Kuwait + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Geschlechterkonflikt
Abstract	Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01