Impact of Optimized Professional Development and Metacognitive Reading Strategies on EFL Students’ Reading Comprehension
DOI:
https://doi.org/10.17507/tpls.1509.02Keywords:
metacognition, English, foreign language, teacher trainingAbstract
This study explores the efficacy of a professional development program to equip teachers with the skills necessary to implement metacognitive strategies to improve reading comprehension among English as a Foreign Language (EFL) students who struggle with vocabulary and syntax. The Researchers utilized purposive sampling to select 54 female students from Riyadh who were divided into an experimental group of 33 and a control group of 21. Metacognitive strategy instruction was provided to the experimental group, while the control group received traditional reading instruction with no metacognitive training. Both groups were assessed on their reading comprehension before and after the intervention. The results revealed that students taught metacognitive skills caught up with their more successful classmates regarding reading comprehension. These findings provide valuable insights into the capacity of metacognitive reading strategies to close the comprehension gap among underachieving EFL learners in the Arab context. Based on the findings, the research recommends incorporating these methods into English classes as an effective way to improve student's reading comprehension and overall performance in the classroom.
References
Afzal, N. (2019). A study on vocabulary-learning problems encountered by BA English majors at the university level of education. Arab World English Journal (AWEJ) Volume, 10, 81-98.
Alfaifi, M. J. (2022). A suggested model for metacognitive strategy instruction in EFL writing classrooms. Reading & Writing Quarterly, 38(4), 323-339.
Ali, A. M., & Razali, A. B. (2019). A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners. English Language Teaching, 12(6), 94-111.
Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students’ metacognition and metacognitive strategies in science education. Cognition, metacognition, and culture in STEM education: Learning, teaching and assessment, 33-64.
Azevedo, R., Feyzi Behnagh, R., Duffy, M., Harley, J., & Trevors, G. (2013). Metacognition and self-regulated learning in student-centered leaning environments. In D. H. Schunk & B. J. Zimmerman (Eds.), Educational Psychology: A Century of Contributions, 171-197. Routledge.
Bedir, S. B., & Dursun, F. (2019). Üstbİlİşsel okuma stratejİlerİ öğretİmİnİn öğrencİlerİn üstbİlİşsel farkindaliği, İngİlİzce okuma başarisi ve öz yeterlİklerİne etkİsİ [The effect of teaching metacognitive reading strategies on students’ metacognitive awareness, English reading achievement, and self-efficacy]. Milli Eğitim Dergisi, 48(222), 185-211.
Bentahar, A. (2022). Making thinking visible: Reading metacognitive strategies in intensive English programs. Reading in a Foreign Language, 34(1), 150–173.
Bentahar, A., & Alalou, A. (2022). IEP reading instruction during the COVID-19 emergency remote teaching. TESL-EJ, 26(1), 1–18. Retrieved October 10, 2024, from http://www.tesl-ej.org/wordpress/issues/volume26/ej101/ej101a2/
Brahimi, S. E. (2023). Exploring the role of self-regulation learning on learners reading skill the case of first year learners at the department of English at Biskra University. Biskra University.
Çakıcı, D. (2017). An overview of metacognitive strategies in reading comprehension skill. The Journal of Academic Social Science Studies(57), 67-82.
Elçin, D. (2018). Self-regulatory capacities of students with differing proficiency levels in terms of vocabulary acquisition. Çağ Üniversitesi Sosyal Bilimler.
Flavell, J. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34, 906-911.
Friesen, D., & Haigh, C. A. (2018). How and why strategy instruction can improve second language reading comprehension: A review. Reading Matrix: An International Online Journal, 18(1), 141-182.
Godwin-Jones, R. (2018). Contextualized vocabulary learning. Language Learning & Technology, 22(3), 1–11. Retrieved October 15, 2024, from https://doi.org/10125/44642
Goh, C. C., & Vandergrift, L. (2021). Teaching and learning second language listening: Metacognition in action. Routledge.
Hammad Al-Rashidi, A., Vadivel, B., Ramadan Khalil, N., & Basim, N. (2023). The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity. Language Testing in Asia, 13(1). Retrieved October 20, 2024, from https://doi.org/10.1186/s40468-023-00237-1
Hennecke, M., & Bürgler, S. (2023). Metacognition and self-control: An integrative framework. Psychological review, 130(5), 1262-1288.
Iobidze, M. (2019). Effective metacognitive strategies to boost English as a foreign language reading comprehension. Journal of Education in Black Sea Region, 4(2), 116-137.
Juliana, J., & Anggraini, R. (2024). Metacognitive reading comprehension instructional model on narrative text: A mixed method for enhancing students’ comprehension. REiLA: Journal of Research and Innovation in Language, 6(1), 59-73.
Kramarski, B., & Michalsky, T. (2015). Effect of a TPCK-SRL model on teachers’ pedagogical beliefs, self-efficacy, and technology-based lesson design. Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK, 89-112.
Kravchuk, D. A. (2015). The effectiveness of professional development in teaching writing-to-learn strategies for science: an evaluative case study. Northcentral University.
Medina, M. S., Castleberry, A. N., & Persky, A. M. (2017). Strategies for improving learner metacognition in health professional education. American journal of pharmaceutical education, 81(4), Article 78, 1-14.
Meylani, A. (2024). The role of Indonesian as a communication tool in learning. Journal of Education, Linguistics, Literature, and Art, 2(2), 58-64.
Meylani, R. (2024). Innovations With Schema Theory: Modern Implications for Learning, Memory, And Academic Achievement. International Journal For Multidisciplinary Research, 6(1), 2582-2160.
Michalsky, T. (2021). Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge. Metacognition and Learning, 16(3), 595-622.
Milliner, B., & Dimoski, B. (2024). The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy. Language Teaching Research, 28(2), 679-713.
Mitsea, E., & Drigas, A. (2019). A Journey into the metacognitive learning strategies. International Journal of Online & Biomedical Engineering, 15(14), 4-20.
Momdjian, L., & El Chidiac, F. (2024). Enhancing English Reading Comprehension of ESL Underachievers by Fostering Metacognitive Strategies. Theory and Practice in Language Studies, 14(1), 21-30.
Moritz, S., & Lysaker, P. H. (2018). Metacognition–what did James H. Flavell really say and the implications for the conceptualization and design of metacognitive interventions. Schizophrenia Research, 201, 20-26.
Nobutoshi, M. (2023). Metacognition and reflective teaching: a Synergistic Approach to fostering critical thinking skills. Research and Advances in Education, 2(9), 1-14.
Oğuz, A., & Kutlu, D. (2018). Ortaokul Öğrencilerinin Üst Bilişsel Farkindaliklari İle Öz Yeterlik Algilari Arasindaki İlişki*. Eğitimde Kuram ve Uygulama, 14. Retrieved November 3, 2024, from https://doi.org/10.17244/eku.319267
Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483-500.
Pintrich, P. (2000). The role of goal orientation in self-regulated learning. Handbook of self-regulation/Academic.
Rosyada-AS, A., & Apoko, T. W. (2023). Investigating English vocabulary difficulties and its learning strategies of lower secondary school students. Journal of Languages and Language Teaching, 11(3), 489-501.
Salameh, L. A., Salameh, Z. A., & Al-Emami, A. H. (2019). Measuring the effect of cognitive and metacognitive questioning strategies on EFL learners’ reading comprehension in understanding, critical thinking and the quality of schema at the University of Hail-KSA. International Journal of English Linguistics, 9(5), 12-28.
Usman, B., Aziz, Z. A., & Absida, N. R. (2017). Improving reading comprehension using metacognitive strategies. English Education Journal, 8(4), 425-438.
Wang, C. (2023). Strategic interplay of metacognition and self-regulation in English reading comprehension: An exploration of theoretical foundations and practical implications. 2023 International Conference on Applied Psychology and Modern Education (ICAPME 2023), 101-107.
White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40(4), 211-223.
Yuksel, İ. (2022). Investigating ELT students’ self-assessment of vocabulary knowledge in relation with reading comprehension. International Research in Social, Human and Administrative Sciences II, 93, 1-10.
Zohar, A., & Ben-Ari, G. (2022). Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking. Metacognition and Learning, 17(3), 855-895.
