Open AccessAn Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman
Author(s) -
Omaima Al-Kiyumi,
Fawzia Al Seyabi,
Abdul Hamid Hassan
Publication year - 2021
Publication title -
international education studies
Language(s) - English
Resource type - Journals
eISSN - 1913-9039
pISSN - 1913-9020
DOI - 10.5539/ies.v14n8p30
Subject(s) - metacognition , reading comprehension , reading (process) , psychology , mathematics education , comprehension , empirical research , foundation (evidence) , class (philosophy) , pedagogy , cognition , computer science , linguistics , philosophy , archaeology , epistemology , neuroscience , artificial intelligence , history , programming language
The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students’ results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students’ performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners’ reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.