Loading...
Self-regulated metacognitive and cognitive strategy use in L2 reading among high-, moderate-, and low-achieving readers
Han, Feifei
Han, Feifei
Citations
Altmetric:
Author
Abstract
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
Date
2020
Type
Book chapter
Journal
Book
Self-regulated learning, cognition and metacognition
Volume
Issue
Page Range
145-164
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled