Modeling the relationship of metacognitive knowledge, L1 reading ability, L2 language proficiency and L2 reading

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dc.contributor.authorGuo, Lin
dc.date.accessioned2020-05-22T02:28:26Z
dc.date.available2020-05-22T02:28:26Z
dc.date.issued2018-10
dc.description.abstractThis study takes the initiative to use structural equation modeling (SEM) to explore the interrelationships among metacognitive knowledge, first language (L1) reading ability, second language (L2) proficiency and L2 reading comprehension. Data were collected using an L2 proficiency test, L1 and L2 reading tests and strategy questionnaires with 268 sophomore university students learning English as a foreign language (EFL) in China. The results showed that all three predictors had significant, direct, positive effects on L2 reading comprehension. Moreover, metacognitive knowledge exerted indirect effects on L2 reading by means of L1 reading ability and L2 language proficiency. The findings help to refine the framework of L2 reading and elaborate on the mechanism by which metacognitive knowledge facilitates L2 reading. These findings have significant classroom implications, including the integration of strategy instruction and L1 literacy resources into L2 curriculum.
dc.identifier.doi10125/66922
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66922
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectstructural equation modeling
dc.subjectmetacognitive knowledge
dc.subjectL1 reading ability
dc.subjectL2 language proficiency
dc.subjectL2 reading comprehension
dc.subjectindirect effects
dc.titleModeling the relationship of metacognitive knowledge, L1 reading ability, L2 language proficiency and L2 reading
dc.typeArticle
dc.type.dcmiText
local.rfl.topicThe Reading Process
prism.endingpage231
prism.number2
prism.startingpage209
prism.volume30

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