期刊論文
The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language
EdLink- The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language
- Literacy, (0), - , 2019
- John Wiley & Sons, Ltd.
- 2019
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- Hong Kong
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- 1997.7 onwards
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- 小學教育
- 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.]
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- 英文
- 期刊論文
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- 17414350
- https://bibliography.lib.eduhk.hk/tc/bibs/d5f210f5
- 2020-09-09
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