Effects of Metacognitive Reading Strategy Instruction on EFL Tenth grade Students’ Reading Comprehension and Reading Strategy Awareness
Abstract: This study explored the effect of metacognitive reading strategy instruction (MRSI) on EFL Thai secondary school students' English reading comprehension, and reading strategy awareness. By using a sequenced mixed-method research methodology. The study involved an eight-week intervention with 50 EFL students in a public secondary school in Thailand. Data from pre- and post measurements and semi-structured interviews was used to investigate the impact the intervention had on EFL students’reading comprehension ability and reading strategy awareness. Results indicated that metacognitive reading strategy instruction (MRSI) led to a measurable increase in EFL students' reading achievement after eight weeks of metacognitive strategy instruction. EFL secondary school students showed statistically significant trend to use more reading strategies.
Presider: Antoinette Hando, West Virginia University