The effects of metacognitive strategy instruction on intermediate learners’ reading comprehension skills in an ecuadorian efl class
- Autores: Magali Arteaga, Carlina Manosalvas, Karen Yambay
- Localización: Hexágono Pedagógico, ISSN-e 2145-888X, Vol. 8, Nº. 1, 2017 (Ejemplar dedicado a: Scientific Magazine Virtual Hexagon Pedagogical Journal), págs. 164-179
- Idioma: inglés
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Resumen
In today’s world, where information can reached be at a single click of a finger, the ability to read and understand information is vital. In Ecuador, the new regulations of the government require university undergraduate students to get B1 level before reaching 60% of the total number of credits to continue with their majors (Reglamento de Régimen Académico, 2015). The current study intends to shed some light on the importance of teaching metacognitive reading strategies to students. The study took place at a private university in Cañar, Ecuador. There were 40 participants in total at B1level. The researchers applied a placement test to confirm the English level of students and administered a pre- and post-test to them as well as the Metacognitive Reading Strategy Questionnaire (MRSQ). The results demonstrated that direct instruction of metacognitive reading strategies improved students’ level of reading comprehension.
