The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language

The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language

• Teng, (Mark) Feng Hong Kong Baptist University

Literacy, (0), - , 2019

John Wiley & Sons, Ltd.

2019

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Metacognition Reading Young Learners Reading Comprehension English Language Learners Literacy Second Language Learning

• Hong Kong

• 1997.7 onwards

• Primary Education

This paper presents a small-scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty-five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process-based reading lessons. Data were collected from notes learners took during reading, post-reading reflection reports, teacher-facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy.
[Copyright of Literacy is the property of John Wiley & Sons, Ltd.]

• English

Journal Articles

• 17414350

• 10.1111/lit.12181

https://bibliography.lib.eduhk.hk/en/bibs/d5f210f5

2020-09-09