THE EFFECT OF EXPLICIT STRATEGY-BASED INSTRUCTION ON MOROCCAN EFL UNIVERSITY LEARNERS’ USE OF METACOGNITIVE EVALUATING STRATEGIES (RECALLING AND SUMMARIZING) IN READING ENGLISH (L3) WRITTEN TEXTS

نویسندگان

  • Mohammed Msaddek Associate Professor, Department of English Language & Literature, Faculty of Letters & Human Sciences-Mohammedia, Hassan II University, Casablanca, Morocco

DOI:

https://doi.org/10.46827/ejae.v9i2.5621

کلمات کلیدی:

metacognition, metacognitive evaluating strategies, metacognitive strategy intervention, recalling, summarizing

چکیده

This study, derived from one of the major sections of my unpublished doctoral dissertation tackling the correlation between explicit training in cognitive and metacognitive reading strategies (CMRSs) and EFL reading achievement in tertiary education (Defended in 2015), is an endeavor to reveal the perceived effect of metacognitive evaluating strategies (MESs) instruction on Moroccan English Department learners’ strategic reading behavior. Targeting 113 EFL university learners (experimental group: n=63; control group: n=50), the study explores the impact of explicit metacognitive intervention on the learners’ recourse to recalling and summarizing, as metacognitive reading strategies (MRSs) tapped for assessing their understanding of the EFL textual input. To collect the relevant data, explicit reading strategy instruction (ERSI), reading comprehension texts (i.e., narrative, expository), narrative and expository reading tests, and a retrospective questionnaire (RQ) were relied upon. The results evince that, whilst the experimental group (n=63) advanced at the level of both metacognitive evaluating strategies use and text summary-related scores, its counterpart (control group) in the control condition did not reveal any marked increase in the application of the targeted metacognitive evaluating strategies (MESs) and the scores pertinent to text-based summary performance across the pre-post-test stages. Accordingly, a corpus of relevant recommendations and implications are discussed, and a few limitations are set forth.

بیوگرافی نویسنده

  • Mohammed Msaddek، Associate Professor, Department of English Language & Literature, Faculty of Letters & Human Sciences-Mohammedia, Hassan II University, Casablanca, Morocco
    Mohammed Msaddek is an Associate Professor at the Faculty of Letters and Human Sciences-Mohammedia, Hassan II University, Casablanca. He earned his PhD on the effect of explicit instruction in cognitive and metacognitive reading strategies on Moroccan EFL university learners’ strategy use and reading comprehension scores from Mohamed V University, Rabat, in 2015. His current research interests include cognitive psychology, first/ second/ third language acquisition, neurolinguistics, metalinguistics, psycholinguistics, metacognition, cognitive and metacognitive learning strategies, cognitive and metacognitive reading strategies, self-regulated learning, and metacognitive writing strategies.

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دانلودها

چاپ شده

2024-10-13

شماره

دوره 9 شماره 2 (2024)

نوع مقاله

Articles

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