摘要
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.
原文 | English |
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頁(從 - 到) | 29-39 |
頁數 | 11 |
期刊 | Literacy |
卷 | 54 |
發行號 | 1 |
DOIs | |
出版狀態 | Published - 1 1月 2020 |
對外發佈 | 是 |