Effects of Metacognitive Strategy Instruction on the Reading Comprehension of English Language Learners through Cognitive Academic Language Learning Approach (CALLA)
Author :
DOI : 10.18298/ijlet.463
Year-Number: 2015-Volume 3 Issue 2
Language : English
Konu : null
Abstract
Keywords
Abstract
In order to meet the reading needs of English as-a-Foreign-Language (EFL) learners, educators are urged to develop effective instructional means for teaching reading comprehension and reading strategy use. Although studies on foreign language reading strategies are burgeoning in the realm of language acquisition research, recent interest has spotlighted learners’ metacognitive awareness of strategies. This study investigated the effect of metacognitive strategy training on the reading comprehension of 111 intermediate EFL learners. The participants received five sessions of instruction on metacognitive strategies guided by the blueprints of Cognitive Academic Language Learning Approach (CALLA). The results of t-test, and two-ways analysis of variance (ANOVA) revealed that there was a significant positive relationship between the students' metacognitive reading strategy use and their reading comprehension performance. There was also a significant positive relationship between the use of CALLA and the students' reading comprehension performance.
Keywords
- Abraham, R., & Vann, R. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin(Eds.), Learner strategies in language learning (pp. 85-102). Enlgewwod, Cliffs, NJ: Prentice-Hall.
- Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129-153.
- Alsheikh, N. O. (2011). Three readers, three languages, three texts: The strategic reading of multilingual and multiliterate readers. The Reading Matrix, 11, 34–53.
- Alsheikh, N. O., & Mokhtari, K. (2011). An examination of the metacognitive reading strategies used by native speakers of Arabic when reading in English and Arabic. English Language Teaching, 4(2), 151-160.
- Anderson, N. J. (2002). The role of metacognition in second/foreign language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
- Anderson, N. J. (2003). Teaching Reading. In D. Nunan (Ed.), Practical English Language Teaching (pp. 67-86).New York: McGraw Hill Publishers.
- Anderson, N. J., & Cheng, X. (1999). Exploring second language reading: Issues and strategies (pp. 53-56). Boston. MA: Heinle & Heinle.
- Baker, L. (2008). Metacognitive development in reading: Contributors and consequences. In K. Mokhtari & R. Sheorey (Eds.), Reading strategies of first and second – language learners: See how they read (pp. 25-42). Norwood, MA: Christopher- Gordon.
- Bernard, J., & Lee, L. (2004). Select readings: Upper-intermediate. Oxford University Press
- Block, E. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26, 319-343.
- Birch, B. M. (2014). English L2 reading: Getting to the bottom. Routledge.
- Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42
- Chamot, A. U., & O’Malley, J. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison- Wesley
- Chamot, A., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
- Chamot, A., & O’Malley, J. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227-249.
- Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
- Cross, D. R., & Paris, S. (1988). Developmental and instructional analyses of children's metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131. WENDEN, Anita, and Joan RUBIN. Learner Strategies in Language Learning. Cambridge: Prentice- Hall, 1987.
- Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2, 132-149.
- Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg- Urbschat & R. Pritchard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 36-62). Newark, DE: International Reading Association.
- Demmrich, A. (2005). Improving reading comprehension by enhancing metacognitive competences: an evaluation of the reciprocal teaching method (Doctoral dissertation, Universitätsbibliothek).
- Devine, J. (1993). The role of metacognition in second language reading and writing. In G. Joan and L. I. Carson (Eds.), Reading in the composition classroom, Second language perspective, 105-130. Boston: Heinle and Heinle Publishers.
- Eslami-Rasekh, Z. & Valizadeh, K. (2004). Classroom activities viewed from different perspectives: Learners’ voice vs. teachers’ voice. TESL- EJ, 8(3), 1-13.
- Eilers, L. H., & Pinkley, C. (2006). Metacognitive strategies help students to comprehend all text. Reading Improvement, 43, 13–17.
- Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills. New York: Academic Press.
- Fowler, W. S. & Coe, N. (1978). Nelson English language tests (Book 2, Intermediate). London: Butler & Tanner Ltd.
- Fuchs, L. S., Fuchs, D., Hosp, M. D., & Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–259.
- Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-assisted reciprocal teaching to improve ESL students’ comprehension of English expository text. Learning and Instruction, 13, 1-31.
- Gallagher, N. (1999). Delta's key to the TOEFL test. McHenry, IL: Delta Publishing.
- Galland, P. A. (1995). An evaluation of the Cognitive Academic Language Learning Approach (CALLA) in the High Intensity Language Training (HILT) Science Program in Arlington Public Schools. Unpublished Master's research paper, Georgetown University
- Garner, R. & Kraus, C. (1982). Good and poor Comprehender differences in knowing and regulating reading behaviors. Educational Research Quarterly, 6, 5-12.
- Grabe, W. (1991). Current Development in Second Language Reading Research. TESOL Quarterly. Vol.25, No.3, 375-406
- Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge.
- Griffiths, C. (2004). Language learning strategies: Theory and research (Occasional Paper No. 1). AIS St Helens, Auckland, New Zealand: School of Foundations Studies.
- Guterman, E. (2003). Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance. Learning and Instruction, 13, 633–651.
- Harris, K., Graham, S., & Freeman, S. (1988). “Effects of strategy training on metamemory among learning disabled students,” Exceptional Children, 54, pp. 332-338.
- Huang, J., & Nisbet, D. (2012). Training adult ESL learners in metacognitive reading strategies. Journal of Adult Education, 41(1), 1-7.
- Hudson, T. (2007). Teaching Second Language Reading. Oxford: Oxford University Press.
- Ikeda, M., & Takeuchi, O. (2003). Can strategy instruction help EFL learners to improve their reading ability? An empirical study. JACET Bulletin, 37, 49–60
- Iwai, Y. (2007). Developing ESL/EFL Learners' Reading Comprehension of Expository Texts. The Internet TESL Journal, 13(7), 1-5.
- Khonamri, F. & Ahmadi, M. (2014). The Impact of Metacognitive and Reading Comprehension Strategy Training on Iranian EFL learners’ Reading Performance. Standard Global Journal of Educational Research Vol 1(3): 072- 075.
- Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning 57(1), 1-44
- Lam, W. Y. (2008). Metacognitive strategy use: accessing ESL learners’ inner voices via stimulated recall. International Journal of Innovation in Language Learning and Teaching, 2(3), 207-223.
- Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional science, 26(1-2), 49-63.
- McCarthy, C. (1999). Reading theory as a microcosm of the four skills. The Internet TESL Journal, 5(5).
- Mokhtari, K., & C. Reichard. (2002). ‘Assessing students’ metacognitive awareness of reading strategies’. Journal of Educational Psychology, 94, 249–59.
- Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall
- O’Malley, J. M. (1987). The effects of training on the use of learning strategies on learning English as a second language. In A. Wenden & J. Rubin (Eds.), Learning strategies in language learning (pp. 133- 144). Cambridge: Prentice Hall International.
- Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategies readers. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). Mahwah, NJ: Lawrence Erlbaum Associates.
- Pasquella, A., Gottardo, A., & Grant, A. (2012). Comparing factors related to reading comprehension in adolescents who speak English as a first (L1) or second (L2) language. Scientific Studies of Reading, 16, 475–503
- Pearson, P. D., Roehler, L. R., Dole, J. A., & Duffy, G. G. (1992). Developing expertise in reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 145-199). Newark, DE: IRA.
- Philip, B. & Kim Hua, T. (2006). Metacognitive strategy instruction for reading: correlation of cognition. Journal e-Bangi, 1, 1-27.
- Pressley, M. (2002). Metacognition and self-regulated instruction. In A. Farstrup & S. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 291-309). Newark, DE: International Reading Association
- Pressley, M., Borkowski, J. G. & Schneider, W. (1989). Good information processing: What is it and what education can do to promote it. International Journal of Educational Research, 13, 857-867.
- Rasaya, Marimuthu & Elangkeeran, Sabapathy. (2007). The effects of concept mapping as a cognitive strategy in reading comprehension lessons. Journal Academia UiTM Terengganu, 1(1), 53-79.
- Rumelhart, D. E. (1994). Toward an interactive model of reading. International Reading Association.
- Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14, 1–23.
- Schatschneider, C., Harrell, E., & Buck, J. (2007). An individual differences approach to the study of Reading comprehension. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary Acquisition: Implications for reading comprehension(pp. 249–275). New York: The Guilford Press
- Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431-449.
- Soleimani, H. & Hajghani, S. (2013). The Effect of Teaching Reading Comprehension Strategies on Iranian EFL Pre-University Students' Reading Comprehension Ability. International Research Journal of Applied and Basic Sciences. www.irjabs.com ISSN 2251-838X / Vol, 5 (5): 594-600 Science Explorer Publications.
- Takallou, F. (2011). The Effect of Metacognitive Strategy Instruction on EFL Learners’ Reading Comprehension Performance and Metacognitive Awareness. Asian EFL Journal, 272-300.
- Thomas, W P. (1992). County of Arlington (VA) ESEA Title VII program: The Cognitive Academic Language Learning Approach (CALLA) project for mathematics, 1991-1992. Evaluation report submitted to the Office of Bilingual Education, U.S. Department of Education.
- Tierney, J. E. (Ed.). (2005). Reading Strategies and Practices (6th ed.). Boston, MA: Pearson Education, Inc.
- Tighe, E. L., & Schatschneider, C. (2014). A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing, 24, 101–127
- Wallace, C. (2005). Critical reading in language education. ELT Journal, 59 (3).
- Wang, J. & Spencer, K. & Xing, M. (2009). Metacognitive beliefs and strategies in learning Chinese as a Foreign Language. System, 37, (1), 45-56.
- Wellman, H. M. (1988). The early development of memory strategies. In F. Weiner & M. Perlmutter (Eds.), Memory development: Universal changes and individual differences (pp. 3-29). Hillsdale, NJ: Erlbaum.
- Yalcin, S. K., & Sengul, M. (2004). A model proposal prepared for developing reading and comprehension skills. Journal of National Education, 164
- Zare, H., & Sarmadi, M. R. (2004). The difference between weak and strong Payame Nour University students in their metacognitive knowledge and metacognitive strategies awareness. Nour review, 3(2).
- Zhang, D., & Goh, C.C.M., ( 2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15, 109–119.
- Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’
- 20 many entrances, air movement has also damaged the images inside. Although they are not out in the open air, where natural light would have destroyed them long ago, many of the images have deteriorated and are barely recognizable. To prevent further damage, the site was closed to tourists in 1963, 23 years after
- 20. What does the passage say happened at the Lascaux caves in 1963? A. Visitors were prohibited from entering. B. A new lighting system was installed. C. Another part was discovered. D. A new entrance was created.
