英語學習者於閱讀測驗中後設認知策略使用之研究

Translated title of the contribution: EFL Learners’ Metacognitive Strategy Use in Reading Tests

Hui Chia Judy Shih, Shenghui Huang

Research output: Contribution to journalArticle

Abstract

Reading comprehension, an important ability in second language acquisition, is believed to take place at the metacognitive level where planning, monitoring, and evaluating are involved. Metacognitive strategies carry out an executive function over cognitive strategies, which, in turn, impact reading test performance. Whereas most research has focused on general language learning strategies rather than those in testing situations, this study investigates the metacognitive strategies used by high- and low-proficiency readers in testing situations. Four university EFL learners were selected based on their English reading proficiency, and data were collected using a think-aloud protocol, stimulated recall, and a follow-up interview. Results show that while the number and variety of metacognitive strategies used by both groups were not of a striking difference, the effectiveness and flexibility of strategy use during testing situations seemed to determine reading performance. Finally, pedagogical implications for teachers wishing to assist EFL learners to employ effective reading strategies are discussed.

Original languageChinese
Pages (from-to)117-130
Number of pages14
JournalEnglish Teaching and Learning
Volume42
Issue number2
DOIs
Publication statusPublished - 2018 Oct 1

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study situation
language acquisition
learning strategy
performance
comprehension
flexibility
monitoring
planning
university
ability
teacher
interview
language
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Linguistics and Language

Cite this

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abstract = "Reading comprehension, an important ability in second language acquisition, is believed to take place at the metacognitive level where planning, monitoring, and evaluating are involved. Metacognitive strategies carry out an executive function over cognitive strategies, which, in turn, impact reading test performance. Whereas most research has focused on general language learning strategies rather than those in testing situations, this study investigates the metacognitive strategies used by high- and low-proficiency readers in testing situations. Four university EFL learners were selected based on their English reading proficiency, and data were collected using a think-aloud protocol, stimulated recall, and a follow-up interview. Results show that while the number and variety of metacognitive strategies used by both groups were not of a striking difference, the effectiveness and flexibility of strategy use during testing situations seemed to determine reading performance. Finally, pedagogical implications for teachers wishing to assist EFL learners to employ effective reading strategies are discussed.",
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英語學習者於閱讀測驗中後設認知策略使用之研究. / Shih, Hui Chia Judy; Huang, Shenghui.

In: English Teaching and Learning, Vol. 42, No. 2, 01.10.2018, p. 117-130.

Research output: Contribution to journalArticle

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