The effect of explicit metacognitive strategy instruction on reading comprehension and self-efficacy beliefs: the case of Iranian University EFL students

• Hossein Tavakoli ^[1] ; Mansour Koosha ^[1]
  1. [1] Islamic Azad University

     Islamic Azad University

     Irán

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 25, 2016, págs. 119-133
• Idioma: inglés
• DOI: 10.30827/digibug.53893
• Títulos paralelos:
  • El efecto de la instrucción explícita de la estrategia metacognitiva en la comprensiónlectora y las creencias de autoeficacia: el caso de estudiantes iraníes EFL
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este artículo trata de un estudio empírico en el que se investigó la influencia de la instrucción explícita de la estrategia metacognitiva en la comprensión lectora y la autoeficacia del inglés como lengua extranjera (EFL) entre los estudiantes universitarios en Irán. Se empleó un diseño de grupo de pre-test y posttest con controles aleatorios. Los datos cuantitativos fueron recogidos en el estudio de estrategias de lectura, motivando estrategias de aprendizaje en un cuestionario y una prueba de comprensión de lectura. Los resultados del ANCOVA revelaron que los estudiantes del grupo experimental mostraban mayores logros tanto en comprensión lectora y en autoeficacia que los estudiantes del grupo control.

  • English

    This article reports on an empirical study that investigated the influence of explicit metacognitive strategy instruction on reading comprehension and self-efficacy in English as a foreign language (EFL) among university students in Iran. A randomized pretest posttest control group design was employed. The quantitative data were collected by the Survey of Reading Strategies, Motivated Strategies for Learning Questionnaire, and a reading comprehension test. The results of ANCOVA revealed that students in the experimental group showed greater achievement both in reading comprehension and self-efficacy than students in the control group.

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