ERIC Number: EJ1212814
Record Type: Journal
Publication Date: 2019-Apr
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1539-0578
EISSN: N/A
Reading Comprehension: The Mediating Role of Metacognitive Strategies
Ghaith, Ghazi; El-Sanyoura, Hind
Reading in a Foreign Language, v31 n1 p19-43 Apr 2019
This study investigated the reported use of metacognitive reading strategies and their interplay with the reading comprehension of 119 tenth grade learners of English as a foreign language (EFL) enrolled in five randomly-selected public schools in South Lebanon. In addition, the study examined the relative role of the global, problem-solving, and support strategies in predicting learners' literal and higher-order reading comprehension. The study findings indicate that the participants reported high use of the problem-solving and a moderate use of the global and support strategies. In addition, problem-solving strategies positively correlated with and predicted literal as a well as higher-order comprehension. Pedagogical implications and suggestions for further research are discussed.
Descriptors: Reading Strategies, Metacognition, Problem Solving, Reading Comprehension, Grade 10, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Prediction, High School Students, Correlation, Foreign Countries, Student Attitudes, Scores, Reading Tests
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; Tests/Questionnaires
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lebanon
Grant or Contract Numbers: N/A