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ERIC Number: EJ838388
Record Type: Journal
Publication Date: 2009-Apr
Pages: 23
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1539-0578
Chinese Senior High School EFL Students' Metacognitive Awareness and Reading-Strategy Use
Zhang, Lawrence Jun; Wu, Aijiao
Reading in a Foreign Language, v21 n1 p37-59 Apr 2009
This paper reports findings from a study that assesses metacognitive awareness and reading-strategy use of Chinese senior high school students who are learning English as a foreign language (EFL). A total of 270 students responded to a 28-item survey of reading strategies (SORS). The strategies were classified into 3 categories: global, problem-solving, and support. The results showed that the students reported using the 3 categories of strategies at a high-frequency level. Both the main effect for strategies and the main effect for learners' proficiency were significant. The high-proficiency group outperformed the intermediate group and the low-proficiency group in 2 categories of reading strategies: global and problem-solving; but no statistically significant difference was found among the 3 proficiency groups in using support strategies. Pedagogical implications of these findings are discussed in relation to the changing Chinese society. (Contains 3 tables.)
Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China