Self-regulated metacognitive and cognitive strategy use in L2 reading among high-, moderate-, and low-achieving readers
Han, Feifei. (2020). Self-regulated metacognitive and cognitive strategy use in L2 reading among high-, moderate-, and low-achieving readers. In In Balashov, Eduard (Ed.). Self-regulated learning, cognition and metacognition pp. 145-164 Nova Science Publishers.
This paper reports a study of use of metacognitive and cognitive strategies in second language (L2) reading among 169 Chinese English learners (ELLs) at the university level. They answered a questionnaire, which asked them to retrospectively report the frequency of adopting metacognitive and cognitive strategies in completing a reading test, which consisted of two parts: a fast reading and a reading in-depth. Their format of the reading test was a mock College English Reading Band 4 reading section. According to students’ performance in the reading test, they were grouped into high-, moderate- and low-achieving L2 readers. Within the same level of the reading proficiency, repeated ANOVAs found a similar pattern amongst high-, moderate- and low-achieving L2 readers that they used metacognitive strategies more frequently than cognitive strategies. Between different levels of reading proficiency, one-way ANOVAs and post-hoc analyses revealed that high-achieving readers adopted metacognitive reading strategies significantly more frequently than lowachieving readers, which suggested that they were better at self-regulation in reading English.
|Keywords||L2 reading; metacognitive and cognitive strategy use; English language learners; Chinese university|
|Book title||Self-regulated learning, cognition and metacognition|
|Publisher||Nova Science Publishers|
|Place of publication||New York, NY|
|Series||Education in a competitive and globalizing world|
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|Deposited||18 Aug 2022|
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