Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use

Date
2009-04
Authors
Zhang, Lawrence Jun
Wu, Aijiao
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract
This paper reports findings from a study that assesses metacognitive awareness and reading-strategy use of Chinese senior high school students who are learning English as a foreign language (EFL). A total of 270 students responded to a 28-item survey of reading strategies (SORS). The strategies were classified into 3 categories: global, problem-solving, and support. The results showed that the students reported using the 3 categories of strategies at a high-frequency level. Both the main effect for strategies and the main effect for learners’ proficiency were significant. The high-proficiency group outperformed the intermediate group and the low-proficiency group in 2 categories of reading strategies: global and problem-solving; but no statistically significant difference was found among the 3 proficiency groups in using support strategies. Pedagogical implications of these findings are discussed in relation to the changing Chinese society.
Description
Keywords
metacognitive awareness, EFL reading, reading strategies, Chinese EFL learners of English
Citation
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