Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students

Autor/inn/en	Khellab, Faisal; Demirel, Özcan; Mohammadzadeh, Behbood
Titel	Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students
Quelle	In: SAGE Open, 12 (2022) 4, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khellab, Faisal) ORCID (Demirel, Özcan) ORCID (Mohammadzadeh, Behbood)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221138069
Schlagwörter	Metacognition; Reading Strategies; Reading Comprehension; Engineering; English (Second Language); Achievement Tests; Educational Strategies; Foreign Countries; College Students; Libya + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Maschinenbau; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lehrstrategie; Ausland; Collegestudent; Libyen
Abstract	This experimental research investigates the impact of teaching metacognitive reading strategies on the reading comprehension of engineering students in the English for Science and Technology(EST) context. This research is the first empirical study of its kind in Libyan English as a Foreign Language (EFL/EST) context. The study utilizes the Survey of Reading Strategies (SORS) and a reading comprehension achievement test extracted from 'Oxford English for Computing' by Boechner and Brown (instruction manual). The treatment incorporates the explicit teaching of metacognitive strategies to the participants in the experimental group via the Cognitive Academic Language Learning Approach (CALLA) model. Paired-samples t-test results signify a considerable treatment effect among the experimental group. In conclusion, the findings support previous research indicating that explicit instruction effectively improves Libyan EST students' metacognitive awareness and produces statistically significant gains in reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01