Effects of explicit metacognitive strategy training on reading comprehension, attitudes towards reading and strategy awareness

Abstract

Language learning strategies are important tools for creating autonomous learners who can take responsibility for their own learning processes. Metacognitive strategies which function in planning, monitoring and evaluating the phases of the process are vital for independent learning.The purpose of this study was to explore how metacognitive strategies can be implemented in Turkish universities to improve EFL students? reading comprehension, reading attitude and strategy awareness.31 preparatory school students at Izmir University were recruited as subjects in the study. A quasi-experimental research design was used. The experimental group received a 6 week explicit metacognitive strategy training embedded in their reading class curriculum. The control group in the study received no explicit strategy training.2 questionnaires and one reading comprehension test were used as data collection instruments in the study. Students? attitudes towards reading were measured by ASRA (Adult Survey of Reading Attitude) and reading strategy awareness was measured by SORS (Survey of Reading Strategies). Reading comprehension was assessed by using a multiple choice test. Pretests were given a week before the study and at the end of the intervention study. Students answered the two questionnaires and the comprehension test again as post tests in the same session.T-test measures were employed to assess whether metacognitive strategy training could bring significant outcomes on the EFL reading comprehension, reading attitude and strategy awareness. The results showed that the experimental group did not outperform the control group in terms of reading comprehension, attitude towards reading and reading strategy awareness. The metacognitive strategies that were taught in order to facilitate reading comprehension, improve reading attitudes and strategy awareness of preparatory school students at tertiary level did not cause any significant difference between the experimental and control groups in this study.KEY WORDS: Metacognitive strategies, strategy training, reading comprehension, attitude towards reading, reading strategy awareness.