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Improving metacognition and comprehension through problem-based English learning

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Document pages: 9 pages

Abstract: Successful reading requires the use of Metacognitive Reading Strategies, which have been proved to be effective in improving English reading comprehension. Therefore, this quasi experimental study aims to implement problem-based learning (PBL) in English teaching environment to investigate its impact on English learners Metacognitive Reading strategy awareness, use and understanding. Two groups of students at the primary level, one group of experiment (n   =   40) and one control group (n   =   40) were selected. The homogeneity of their English proficiency was discussed through the key English test (ket). PBL teaching method was used in the experimental group and explicit classroom teaching method was used in the control group. The two groups completed the pre-test and post test of rea metacognitive consciousnessing strategies inventory (MARSI) and reading comprehension. The findings based on univariate analysis of covariance indicated that the experimental group had high metacognitive reading strategies awareness and enhanced their comprehension ability to a high extent. Practitioners should pay special attention to the PBL method in EFL contexts if they want to enhance metacognitive strategies awareness and cultivate effective reading.

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