The effect of metacognitive strategies instruction on the reading comprehension of Oman EFL foundation-level students
مؤلف
Al-Kiyumiyah, Omaima Khalifa Sulaiman.
الملخص الإنجليزي
The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. To achieve the purpose of the study, two main research questions and hypotheses were addressed:
Q.1. What is the effect of a metacognitive reading strategies instruction on the reading comprehension performance of EFL foundation-level students?
H01: There are no statistically significant differences in the mean scores of the reading comprehension post-tests between the experimental group following metacognitive reading strategies instruction and the control group.
H02: There are no statistically significant differences between the mean scores of the reading comprehension pretest and posttest of the experimental group as a result of metacognitive reading strategies instruction
Q. 2. What are students' attitudes towards the use of metacognitive reading strategies in the experimental group?
The sample of the study included two intact classes (N=45) and were selected based on the students' results of the current semester spring-17 midterm reading comprehension exam and their responses to metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students' performance in reading and an attitude questionnaire to elicit their attitudes towards metacognitive reading strategies use. The results of the study can be summarized as:
✓ There is a statistically significant difference between the learners' reading comprehension in the experimental group and the control group in favor of the experimental group as a
result of metacognitive reading strategies instruction.
✓ Learners in the experimental group held a positive attitude towards using metacognitive
reading strategies use. In the light of these findings, implications and recommendations for further studies were put forward.
