Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use
Date
2009-04
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
21
Number/Issue
1
Starting Page
37
Ending Page
59
Alternative Title
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
Extent
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.