THE ROLE OF INTEGRATED IMPLICIT AND EXPLICIT (META) COGNITIVE READING STRATEGIES TRAINING IN REVAMPING ENGLISH (L3) READING COMPREHENSION GAINS AMONG MOROCCAN EFL HIGH SCHOOL STUDENTS: A QUASI-EXPERIMENTAL STUDY

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/ejel.v11i1.6516

کلمات کلیدی:

explicit/ implicit strategy instruction, metacognition, cognitive reading strategies, metacognitive reading strategies, reading achievement

چکیده

This study, conducted for a three-month period (from October through December) in 2017, aims at putting to the test the impact of integrated implicit and explicit (meta) cognitive reading strategy instruction (IECMRSI) on Moroccan EFL high school learners’ reading achievement gains. To fulfill this stated objective, 76 high school-level students (Control Group: N=39; Treatment Group: N= 37) participated in this quasi-experimental study. The data were garnered by means of expository reading tests (the pre-test & the post-test), expository reading comprehension texts, and implicit/ explicit (meta) cognitive reading strategy training. The research outcomes attest to the robust potential held by the combined implicit and explicit reading strategy instruction in revamping the experimental groups’ reading scores across the pre- and post-tests. As for the control group, it did not manifest any tangible progress regarding the reading achievement scores. Accordingly, some actionable recommendations and insightful implications associated with the teachability of English (L3) reading comprehension at the high school level are tacitly spotlighted.

 

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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 interplay between the explicit instruction of cognitive and metacognitive reading strategies (CMRSs) and EFL reading comprehension performance among Moroccan EFL university students from Mohamed V University, Rabat, in 2015. He has recently published a book entitled ‘Embedding Cognitive and Metacognitive Reading Strategies Instruction in Tertiary Education’ (2025), which is firmly based on his doctoral thesis (Defended in 2015). His research interests fall within such core areas as Applied Linguistics, Cognitive and Educational Psychology, Psycholinguistics, Neurolinguistics, Metalinguistics, and English for Specific Purposes (ESP).

    ORCID: https://orcid.org/0009-0000-6659-2668

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دانلودها

چاپ شده

2026-02-04

شماره

دوره 11 شماره 1 (2026)

نوع مقاله

Articles

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