Abstract
This paper presents a small-scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty-five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process-based reading lessons. Data were collected from notes learners took during reading, post-reading reflection reports, teacher-facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy.
| Original language | English |
|---|---|
| Pages (from-to) | 29-39 |
| Number of pages | 11 |
| Journal | Literacy |
| Volume | 54 |
| Issue number | 1 |
| Early online date | 17 Jan 2019 |
| DOIs | |
| Publication status | Published - Jan 2020 |
User-Defined Keywords
- English language learners
- literacy
- metacognition
- reading
- reading comprehension
- second language learning
- young learners
