22.1658, Diss: Applied Ling: Karbalaei: 'The Effect of Metacognitive ...'

Wed Apr 13 18:51:34 UTC 2011

LINGUIST List: Vol-22-1658. Wed Apr 13 2011. ISSN: 1068 - 4875.

Subject: 22.1658, Diss: Applied Ling: Karbalaei: 'The Effect of Metacognitive ...'

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1)
Date: 13-Apr-2011
From: Alireza Karbalaei [alireza_karbalaei_2007 at yahoo.com]
Subject: The Effect of Metacognitive Strategies Training on EFL and ESL Learners' Reading Comprehension

-------------------------Message 1 ---------------------------------- 
Date: Wed, 13 Apr 2011 14:50:18
From: Alireza Karbalaei [alireza_karbalaei_2007 at yahoo.com]
Subject: The Effect of Metacognitive Strategies Training on EFL and ESL Learners' Reading Comprehension

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Institution: University of Mysore 
Program: PhD Program 
Dissertation Status: Completed 
Degree Date: 2011 

Author: Alireza Karbalaei

Dissertation Title: The Effect of Metacognitive Strategies Training on EFL and
ESL Learners' Reading Comprehension 

Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)

Dissertation Director(s):
K. S. Rajyashree

Dissertation Abstract:

Researchers and educators have made great efforts to be conscious of
students' wide and varied learning processes and to meet individual
learners' different needs in one classroom with well-conceptualized and
balanced strategy assessment and instruction. Reading is considered very
important in academic worlds, including Iran and India, where English is
learned as a foreign or second language (EFL/ESL). Ongoing debates about
reading strategy instruction, as well as a lack of methodological
consistency in previous language studies, make it particularly difficult
for EFL and ESL teachers to know how to implement strategy instruction in
their classrooms. Therefore, this study was designed to examine the effect
of eleven metacognitive reading strategies training on L2 reading
comprehension. To carry out this study, a total of 189 Iranian EFL and
Indian ESL undergraduate college students were randomly selected from among
different colleges in Iran and India. A general English proficiency test,
pre-test and post-test standardized measures of reading comprehension, and
metacognitive reading strategy questionnaire were administered to both
groups. Both groups attended 60 minute training sessions three times a week
for 12-week period. The curriculum was based on CALLA instructional model,
developed by Chamot & O'Malley (1994) and focused on explicit, direct
instruction in how to use and monitor reading strategies. Statistical
analyses including ANCOVA, paired-sample t-test, and descriptive statistics
were used for the purpose of this study.

The results were very interesting, both theoretically and in practice.
First, reading strategy instruction helped learners develop reading
strategy knowledge and raised the reading strategy awareness. Second,
reading strategy instruction helped learners improve their L2 reading
comprehension. Third, ESL learners  were able to present a better
performance in reading comprehension after the strategy intervention
program, in comparison to EFL learners although the results of this
research question indicated that there was no significant difference
between EFL and ESL learners in metacognitive awareness of reading
strategies use, in general. In other words, strategy intervention program
could play the same significant role for both EFL and ESL context although
they are socio-culturally different. In sum, both Iranian EFL and Indian
ESL participants benefited in numerous ways from eleven reading strategies
instruction. 

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