Randomized trial examines how metacognitive reading strategies enhance comprehension and motivation in language learners, suggesting effective instructional methods.
Key Points
To examine the impact of metacognitive reading strategy instruction on reading comprehension awareness and motivation in second language learners.
Quasi-experimental design with three groups: one experimental and two control groups.
Intervention involved 15 sessions of metacognitive reading strategy instruction over 15 weeks.
Data collected through pre- and post-tests and questionnaires on reading comprehension and motivation.
Experimental group showed significant improvement in reading comprehension scores compared to control group one (mean increase of X, p<0.05).
Metacognitive awareness increased significantly in the experimental group (mean difference 2.5, p<0.01).
Motivation to read improved significantly in the experimental group compared to both control groups.