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Reading comprehension: The mediating role of metacognitive strategies
|Title:||Reading comprehension: The mediating role of metacognitive strategies|
literal reading comprehension
higher-order reading comprehension
|Date Issued:||Apr 2019|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Center for Language & Technology
|Abstract:||This study investigated the reported use of metacognitive reading strategies and their interplay with the reading comprehension of 119 tenth grade learners of English as a foreign language (EFL) enrolled in five randomly-selected public schools in South Lebanon. In addition, the study examined the relative role of the global, problem-solving, and support strategies in predicting learners’ literal and higher-order reading comprehension. The study findings indicate that the participants reported high use of the problem-solving and a moderate use of the global and support strategies. In addition, problem-solving strategies positively correlated with and predicted literal as a well as higher-order comprehension. Pedagogical implications and suggestions for further research are discussed.|
|Appears in Collections:||
Volume 31, No. 1|
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