scholarly journals The Effects Of Metacognitive Strategy Instruction On EFL Thai Students Reading Comprehension Ability

2011 ◽  
Vol 8 (5) ◽  
pp. 31-40 ◽  
Author(s):  
Saovapa Wichadee
Keyword(s):  
Strategy Instruction ◽  
Private University ◽  
Structured Interview ◽  
Reading Performance ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Metacognitive Strategy Instruction ◽  
Thai Students ◽  
Comprehension Ability ◽  
Based Instruction

This study examined the effectiveness of explicit instruction of metacognitive strategies over a 14-week semester with a group of 40 EFL learners at a private university in Thailand. A metacognitive questionnaire and a reading test were administered at the beginning and at the end of the course to find the changes in both the questionnaire responses and test scores. The data obtained were analyzed by using mean, standard deviation, and paired sample t-tests. Qualitative data from a semi-structured interview were also analyzed to explore students views on the strategy-based instruction. It was found that after the instruction, the reading score and metacognitive strategy use of the three groups namely: high, moderate, low were significantly higher than those before the instruction at the .05 level. In addition, different types of learners exhibited different responses to the strategy instruction. This studys findings contribute to a better understanding of strategy instruction and support the belief that strategy training should be conducted to enhance reading performance of the learners.

scholarly journals THE IMPLEMENTATION OF METACOGNITIVE STRATEGY TRAINING TO ENHANCE EFL STUDENTS ORAL PRESENTATION SKILL

2020 ◽  
Vol 5 (1) ◽  
pp. 32-40
Author(s):  
Christina Innocenti Tumiar Panggabean ◽  
Risa Triassanti
Keyword(s):  
Oral Presentation ◽  
Video Recording ◽  
Strategy Instruction ◽  
Metacognitive Strategies ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Metacognitive Strategy Instruction ◽  
Efl Students ◽  
Metacognitive Strategy Training ◽  
Presentation Skill

Doing oral presentation has been a common classroom activity for university students including EFL students for almost any subject they are taking, but the writer found that students still had problems with their presentation and could not do their presentation effectively. In order to do the task successfully, students need metacognitive skill because they need to think about the task, plan for the task, monitor the task, and evaluate how well they have done the task. To reach this purpose, teachers need to facilitate the process through strategy instruction, especially metacognitive strategy instruction. By applying metacognitive strategies, students will be more aware of the importance of their active role in their learning. This paper is intended to present metacognitive strategy instruction adopting Oxford’ metacognitive strategies to enhance EFL students’ oral presentation skill in their speaking class and the students’ responses toward the strategy instruction. Based on the analysis of the students’ performance, video recording,  teacher evaluation, self evaluation, peer evaluation, and written reflection, they have done their oral presentation better, and they had positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success.   Keywords: EFL students, Oral presentation skill, metacognitive strategy training  

scholarly journals Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

2017 ◽  
Vol 8 (4) ◽  
pp. 761
Author(s):  
Mehran Davaribina ◽  
Shahram Esfandiari Asl
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Strategy Instruction ◽  
Analysis Of Covariance ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Translation Strategy ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The present study was an attempt to compare the effect of concept mapping strategy instruction and translation strategy instruction on the reading comprehension ability of the Iranian EFL learners. To do so, 90 EFL learners at the intermediate level studying in a language institute in Ardabil, north Iran were randomly assigned into three equal groups (concept map, translation and control).  Having taken a reading pretest, the participants in experimental groups were instructed using mentioned strategies whereas the control group learners were taught the same content with no strategies integrated. Results of analysis of covariance (ANCOVA) revealed that the participants in the experimental groups significantly outperformed the participants in the control group, suggesting that the application of concept mapping and translation strategy training can generate more positive effect on the reading comprehension ability of the learners. Also, the findings of the study indicated that the concept mapping group outperformed the translation strategy group on the reading posttest. Pedagogical implications and suggestions of the study will be discussed.

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