Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving EFL Readers

Abstract

As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were addressed in this study: (a) to examine whether there were significant differences between the experimental group and the control group on the employment of metacognitive reading strategies and reading comprehension post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and post-tests on the English Language reading test: (c) to find out whether there were any significant differences between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the English Language reading comprehension test given to the experimental group. Data from pre- and post-test measurements were used to investigate the impact the intervention had on EFL low achievers in reading. Statistical analyses of the data showed that there were statistically significant differences between the experimental group and the control group on the post-test reading comprehension test as well as the reading strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group. They also revealed that there were statistically significant differences between the pre-test and post-test results for the experimental group on the reading comprehension test and the reading strategies. This showed that the experimental group improved in reading skills after the students participated in the program, as seen on the post-test. In the light of these results, the study provided a number of procedural recommendations that may contribute to raising the importance of metacognitive reading strategies training for the students with low achievement in reading.

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