RETHINKING CROSS-LINGUISTIC TRANSFER OF METACOGNITIVE READING STRATEGIES: A QUASI-EXPERIMENTAL STUDY AMONG MOROCCAN UNIVERSITY ESP STUDENTS

Autor/innen

  • Mouchrif Hassan Applied Language and Culture Studies Lab, Chouaib Doukkali University, El Jadida, Morocco
  • Mokhtari Najat Applied Language and Culture Studies Lab, Chouaib Doukkali University, El Jadida, Morocco
  • Benzehaf Bouchaib Applied Language and Culture Studies Lab, Chouaib Doukkali University, El Jadida, Morocco

DOI:

https://doi.org/10.46827/ejel.v9i6.5865

Schlagwörter:

metacognitive reading strategies, explicit strategy instruction, ESP reading comprehension, strategy transfer, Moroccan ESP learners

Abstract

The explicit instruction of Metacognitive Reading Strategies (MRSs) has emerged as a significant trend in educational cognitive psychology research. The scarcity of studies focusing on MRS instruction for enhancing reading comprehension among university-level English for Specific Purposes (ESP) students in Morocco prompted the current investigation. This study aimed to investigate the impact of MRSs on reading comprehension among Moroccan university ESP students and to examine the potential transfer of MRSs from L2 (French) to L3 (English) following an MRS-based intervention program. A total of 105 ESP students from a school specializing in management and artificial intelligence were recruited and divided into three groups: treatment group one (n=40), treatment group two (n=35), and a control group (n=30). The study employed a quasi-experimental design, utilizing pre-tests and post-tests, including reading comprehension tests in both L2 and L3 and the Metacognitive Awareness of Reading Strategies Inventory-Revised (MARSI-R) by Mokhtari et al. (2018). The ANOVA analysis demonstrated that the MRS program significantly enhanced the reading comprehension performance of ESP students (p<0.001). Notably, students with higher levels of English proficiency outperformed those with lower proficiency. Furthermore, the marked improvement in L3 reading comprehension scores (p<0.001) suggested the transfer of MRSs from L2 French to L3 English. Interestingly, the MARSI-R results indicated that language proficiency did not significantly affect strategy awareness, as both experimental groups (A1 & B1+) showed substantial improvements in their awareness of various MRSs. The study concludes with potential implications and recommendations for incorporating MRS instruction in the Moroccan ESP context.

 

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Autor/innen-Biografien

  • Mouchrif Hassan, Applied Language and Culture Studies Lab, Chouaib Doukkali University, El Jadida, Morocco

    Hassan Mouchrif (corresponding author) is currently pursuing a PhD at Chouaib Doukkali University in El Jadida, Morocco. He also works as an EFL teacher and a Cambridge-speaking examiner. He holds an MA in Applied Language Studies and a BA in Linguistics from Chouaib Doukkali University. His research focuses on second language reading and comprehension and English language teaching.

  • Mokhtari Najat, Applied Language and Culture Studies Lab, Chouaib Doukkali University, El Jadida, Morocco

    Najat Mokhtari is a professor of Linguistics at Chouaib Doukkali University in El Jadida, where she teaches in the Department of English Studies at the Faculty of Letters and Human Sciences. Her research primarily explores Semantics, Pragmatics, and applied linguistics. She is an active Applied Language and Culture Studies Lab (ALCS) member at Chouaib Doukkali University.

  • Benzehaf Bouchaib, Applied Language and Culture Studies Lab, Chouaib Doukkali University, El Jadida, Morocco

    Bouchaib Benzehaf is an associate professor of Applied Linguistics at the Faculty of Letters and Humanities, Chouaïb Doukkali University in Morocco. He is also an active member of the Applied Language and Culture Studies Lab (ALCS) at the university. His research interests include language acquisition, multilingualism, and assessment. He has authored numerous articles in both national and international journals and has presented at various national and international conferences.

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2025-03-08

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Bd. 9 Nr. 6 (2025)

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