英語學習者於閱讀測驗中後設認知策略使用之研究

Hui Chia Judy Shih, Shenghui Huang

研究成果: Article

2 引文 斯高帕斯(Scopus)

摘要

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.

貢獻的翻譯標題EFL Learners’ Metacognitive Strategy Use in Reading Tests
原文Chinese
頁(從 - 到)117-130
頁數14
期刊English Teaching and Learning
42
發行號2
DOIs
出版狀態Published - 2018 十月 1

All Science Journal Classification (ASJC) codes

  • Education
  • Linguistics and Language

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