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

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dc.contributor.authorZhang, Lawrence Jun
dc.contributor.authorWu, Aijiao
dc.date.accessioned2020-05-22T02:07:46Z
dc.date.available2020-05-22T02:07:46Z
dc.date.issued2009-04
dc.description.abstractThis 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.
dc.identifier.doi10125/66635
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66635
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectmetacognitive awareness
dc.subjectEFL reading
dc.subjectreading strategies
dc.subjectChinese EFL learners of English
dc.titleChinese senior high school EFL students’ metacognitive awareness and reading-strategy use
dc.typeArticle
dc.type.dcmiText
local.rfl.topicThe Reading Process
prism.endingpage59
prism.number1
prism.startingpage37
prism.volume21

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Volume 21, No. 1 Special Issue: Reading in Languages Other Than English