Cognitive and Metacognitive Strategy Use and Second Language Reading Test Performance: The Case of Iranian Intermediate EFL Learners

Anani Sarab Mohammad Reza · Seif Reihani Mahsa

182 citations0/0 files storedApplied Linguistics

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Reading and Literacy Development Second Language Acquisition and Learning

Abstract

The present study aimed at investigating the relationship between test takers’ cognitive and metacognitive strategy use and their second language reading test performance. The researchers employed the following instruments in order to get introspective and retrospective data from the participants: 1) a multiple-choice test on two reading passages, 2) a checklist of specific strategies for immediate introspective use after each item, 3) a questionnaire on more general strategies for retrospective use at the end of the test. The results showed that test-takers used both contributory and non-contributory strategies to get at the correct answer. The test-takers’ pattern of strategy use revealed a tendency towards the more frequent use of ‘returning to the passage’ as a contributory strategy and ‘guessing’ as a noncontributory strategy. The results also showed that the contributory and noncontributory strategies functioned differently when their use was compared across easy and difficult test passages.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 182 citations exist upstream.

References

2014Strategies in Learning and Using a Second Language 2007Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development 2003Frequency of Use, Perceived Usefulness, and Actual Usefulness of Second Language Vocabulary Strategies: A Study of Hong Kong Learners 1991What Does Language Testing Have to Offer?

Cited by

2011Rapid and multifaceted effects of second-language learning on first-language speech production 2010Conceptual and empirical relationships between temporal measures of fluency and oral English proficiency with implications for automated scoring 2013Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification 2017‘One Task Fits All’? The Roles of Task Complexity, Modality, and Working Memory Capacity in L2 Performance 2014The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction Through Recasts 2009Potential of Text‐Based Internet Chats for Improving Oral Fluency in a Second Language 2017The Effects of Mode and Task Complexity on Second Language Production 2015The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.