The Usage of Metacognitive Strategy Instruction to Promote the Comprehensive Reading Abilities for Undergraduate Students
Keywords:
Metacognitive Strategy Instruction, Comprehension Reading Abilities, Undergraduate StudentsAbstract
English teachers in Thailand should be aware of the necessity of integrating reading strategy instruction into routine English sessions to improve high school students' reading comprehension and motivate them to read in the language. Evidence suggests that reading methods are not frequently taught in Thai middle and high schools; EFL students expressed the opinion that they ought to have been.
The exploration of this study were based on reading comprehension skills after four weeks of education using the metacognitive method CALLA. The effects of metacognitive strategies on the reading comprehension abilities of 30 undergraduate students were examined using a one-shot case approach. Throughout the intervention, individuals completed online reading assignments and used reading logs to consider their metacognitive awareness and self-regulation skills. Qualitative analysis was performed on the reading log data from the participants. The results show that teaching metacognitive strategies to students can improve their reading comprehension abilities. Furthermore, the findings suggested an increase in metacognitive awareness. They are independent and strategic readers. However, they also require exercises and lectures on vocabulary and syntax. Additionally, students should be taught Internet Reading Comprehension Strategies.
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