METACOGNITIVE READING STRATEGIES TO IMPROVE READING COMPREHENSION AND PERFORMANCE
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Abstract
The purposes of this study were 1) to determine the differences in awareness of metacognitive reading strategies used before and after the strategy instruction; 2) to investigate the effectiveness of using metacognitive reading strategies on students’ reading comprehension; and 3) to examine the effects of metacognitive reading strategy instruction on students’ reading performance. It was hypothesized that instruction using metacognitive reading strategies helped improve the students’ reading comprehension and reading performance as students could use the strategies as a tool not only to motivate them to read but also to facilitate their reading.
Data were collected by questionnaires, conversational interviews, and a focus group discussion and then analyzed using descriptive statistics and content analysis. Research findings could be concluded that 1) the students’ post-experiment metacognitive reading awareness was significantly higher than their pre-experiment counterpart at the .01 level; and 2) metacognitive reading strategies enabled the students to better understand the reading text, as measured by their post-reading notes, and they also enabled students to improve their reading performance.
Article Details
1. กองบรรณาธิการสงวนสิทธิ์ในการพิจารณาและตัดสินการตีพิมพ์บทความในวารสาร
2. บทความทุกเรื่องจะได้รับการตรวจสอบทางวิชาการโดยผู้ทรงคุณวุฒิ แต่ข้อความและเนื้อหาในบทความที่ตีพิมพ์เป็นความรับผิดชอบของผู้เขียนแต่เพียงผู้เดียว มิใช่ความคิดเห็นและความรับผิดชอบของมหาวิทยาลัยศรีปทุม
3. การคัดลอกอ้างอิงต้องดำเนินการตามการปฏิบัติในหมู่นักวิชาการโดยทั่วไป และสอดคล้องกับกฎหมายที่เกี่ยวข้อง
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