13,127
Views
13
CrossRef citations to date
0
Altmetric
TEACHER EDUCATION & DEVELOPMENT

The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension

, & | (Reviewing editor)
Article: 1720946 | Received 31 Jul 2019, Accepted 20 Jan 2020, Published online: 20 Feb 2020

References

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–22. doi:10.3102/0034654308326084
  • Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40(6), 1063–1081. doi:10.1007/s11251-011-9202-5
  • Akkakoson, S., & Setobol, B. (2009). Thai EFL use of strategies in reading English texts. The Journal of Kmutnb, 19(3), 125–140.
  • Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor readers. Elementary Education Online, 8(2), 281–297.
  • Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
  • Anderson, N. J. (2002). The role of metacognitive in second language teaching and learning. Modern Language Journal, 75(4), 460–472. doi:10.1111/j.1540-4781.1991.tb05384.x
  • Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285–302. doi:10.1080/002202799183133
  • Barjesteh, H., & Vaseghi., R. (2012). Critical thinking: A reading strategy in developing English reading comprehension performance. Sheikhbahaee EFL Journal, 1(1), 76–85.
  • Beck, I. L. (1999). Reading and Reasoning. The Reading Teacher, 42(6), 676–682.
  • Braun, N. M. (2004). Critical thinking in the business curriculum. Journal of Education for Business, 79(1), 232–236.
  • Chamot, A. U., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). The learning strategies handbook. New York: Addison Wesley Longman.
  • Chamot, A. U., & O’Malley, J. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison- Wesley.
  • Choy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198–206.
  • Cohen, A. D. (2004). Strategies in learning and using a second language. New York, NY: Addison-Wesley.
  • Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL (Research on Youth and Language), 4(1), 35–50.
  • Daud, F., & Hafsari, I. (2015). The contribution of critical thinking skills and metacognitive awareness on students’ learning: Teaching biology at senior high school. Modern Applied Science, 9(12), 143–153. doi:10.5539/mas.v9n12p143
  • Dehghani, M., Jafarisani, H., Pakmehr, H., & Malekzadeh, A. (2011). Relationship between students’ critical thinking and self-efficacy beliefs in Ferdowsi University of Mashhad, Iran. Journal of Social and Behavioral Sciences, 15(3), 2952–2955.
  • Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4–10. doi:10.3102/0013189X018003004
  • Erfanpour, M. A. (2013). The effect of intensive and extensive reading strategies on reading comprehension: A case of Iranian high school students. English for Specific Purposes World, 14(6), 1–7.
  • Eskey, D. E. (2005). Reading in a second language. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Estacio, M. J. M. (2013). Bilingual readers’ metacognitive strategies as predictors of reading comprehension. Philippine ESL Journal, 10(3), 179–199.
  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction(The Delphi Report). The California Academic Press.
  • Fahim, M., & Kamali, Z. (2011). The relationship between critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar vocabulary items in reading. Journal of Language Teaching and Research, 2(1), 101–114.
  • Fahim, M., & Sa’eepour, M. (2011). The impact of teaching critical thinking skills on reading comprehension of Iranian EFL learners. Journal of Language Teaching and Research, 2(4), 867–874. doi:10.4304/jltr.2.4.867-874
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. The Nature of Intelligence, 12(2), 231–235.
  • GhorbanDordiNejad, F., & Heydari, M. (2012). On the relationship between Iranian EFL students’ critical thinking ability and their reading comprehension micro-skills. Philippine ESL Journal, 9(3), 130–141.
  • Goh, C. (2008). Metacognitive instruction for second Language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188–213. doi:10.1177/0033688208092184
  • Gomez, J. C. (2010). The impact of structural reading lessons on the development of critical thinking skills. Electronic Journal of Foreign Language Teaching, 7(1), 32–48.
  • Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455. doi:10.1037/0003-066X.53.4.449
  • Hong-Nam, K., & Leavel, A. G. (2011). Reading strategy instruction, metacognitive awareness, and self-perception of striving college developmental readers. Journal of College Literature and Learning, 37(3), 3–17.
  • Ismail, N. M., & Tawalbeh, T. I. (2015). Effectiveness of a metacognitive reading strategies program for improving low achieving EFL readers. International Education Studies, 8(1), 71–81.
  • Iwai, Y. (2011). Metacognitive awareness and strategy use in academic English reading among adult English as a Second Language (ESL) students. ProQuest, UMI Dissertation Publishing.
  • Jafari, D., & Ketabi, S. (2012). Metacognitive strategies and reading comprehension enhancement in Iranian intermediate EFL setting. International Journal of Linguistics, 4(3), 1–14. doi:10.5296/ijl.v4i3.1684
  • Jun, X. (2011). The application of critical thinking in teaching English reading. Theory and Practice in Language Studies, 1(2), 136–141.
  • Kamid. (2013). Students’ metacognition in solving mathematical problems Case study on junior high school students based on gender. Edumatica, 3(1), 64–72.
  • Karbalaei, A. (2011). Assessing reading strategy training based on CALLA model in EFL and ESL context. Íkala, Revista De Lenguaje y Cultura, 16(27), 167–187.
  • Kaur, K. (2017). Influence of demographic factors on metacognition and its relationship with critical thinking of higher secondary students: Foundation for learning. International Journal for Research in Applied Science & Engineering Technology (IJRASET), 5(7), 358–363.
  • Korotaeva, I. V. (2012). Metacognitive strategies in reading comprehension of education majors. Procedia – Social and Behavioral Sciences, 69(5), 1895–1900. doi:10.1016/j.sbspro.2012.12.143
  • Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251–267. doi:10.1007/s11409-010-9060-6
  • Kuhn, D., & Dean, Jr., D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268–274. doi:10.1207/s15430421tip4304_4
  • Linderholm, T., Everson, M. G., van den Broek, P., Mischinski, M., Crittenden, A., & Samuels, J. (2000). Effects of causal text revisions on more and less skilled readers’ comprehension of easy and difficult texts. Cognition and Instruction, 18(4), 525–556. doi:10.1207/S1532690XCI1804_4
  • Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition Learning, 5(3), 137–156. doi:10.1007/s11409-010-9054-4
  • Mall-Amiri, B., & Ahmadi, Z. (2014). The relationship between EFL learners’ critical thinking, and metacognitive strategies. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(1), 374–387.
  • Mante, M. J. S. (2009). Dimensions of motivation to read and metacognitive reading strategies as predictors of reading comprehension among Filipino bilinguals. Unpublished Dissertation. De LaSalle University.
  • McCrudden, M. T., Schraw, G., Lehman, S., & Poliquin, A. (2007). The effect of causal diagrams on text learning. Contemporary Educational Psychology, 32(3), 367–388. doi:10.1016/j.cedpsych.2005.11.002
  • McPeck, J. E. (1990). Critical thinking and subject specificity: A reply to Ennis. Educational Researcher, 19(4), 10–12. doi:10.3102/0013189X019004010
  • Mehrdad, A., Ahghar, M. R., & Ahghar, M. (2012). The effect of teaching cognitive and metacognitive strategies on EFL students’ reading comprehension across proficiency levels. Social and Behavioral Sciences, 46(7), 3757–3763.
  • Mehrpour, S., Sadighi, F., & Bagheri, Z. (2012). Teaching reading comprehension strategies to Iranian EFL pre-university students. The Journal of Teaching Language Skills (JTLS), 4(1), 107–139.
  • Mendenhall, A., & Johnson, T. E. (2010). Fostering the development of critical thinking skills, and reading comprehension of undergraduates using a web 2.0 tool coupled with a learning system. Journal of Interactive Learning Environments, 18(3), 263–276. doi:10.1080/10494820.2010.500537
  • Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(13), 249–259. doi:10.1037/0022-0663.94.2.249
  • Nemat-Tabrizi, A. R., & Erfani, L. (2014). The relationship between critical thinking and cognitive and metacognitive learning strategies among Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 7(1), 265–277.
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
  • Pammu, A., Amir, Z., & Maasum, T. (2014). Metacognitive reading strategies of less proficient tertiary learners: A case study of EFL learners at a public university in Makassar, Indonesia. The Journal of Teaching Language Skills (JTLS), 8(2), 115–132.
  • Paul, R. W., Elder, L., & Batell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. Sacramento, CA: California Commission on Teacher Credentialing, 1997.
  • Phakiti, A. (2003a). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading comprehension test performance. Language Testing, 20(5), 26–56. doi:10.1191/0265532203lt243oa
  • Phakiti, A. (2003b). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26–56. doi:10.1191/0265532203lt243oa
  • Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup, & S. J. Samuel (Eds.), What research has to say about reading instruction (3rd ed., pp. 291-309). Newark: International Reading Association. doi:10.1598/0872071774.13
  • Riyadi, I., Hersulastuti, T., & Nugrahaningsih, K. (2017). Metacognitive learning strategy: In search of theoretical model for reading comprehension. SEEDS, 1(1), 125–142.
  • Saks, K., & Leigen, A. (2018). Cognitive and metacognitive strategies as predictors of language learning outcomes. Psihologija, 51(1), 1–17. doi:10.2298/PSI180121025S
  • Seifoori, Z. (2018). Postgraduate English students’ metacognitive awareness of reading strategies and their reading comprehension: A comparative study. The Journal of Applied Linguistics and Discourse Analysis, 3(1), 117–134.
  • Shih, H., & Huang, S. (2018). EFL learners’ metacognitive strategy use in reading tests. English Teaching & Learning, 42(2), 117–130. doi:10.1007/s42321-018-0007-3
  • Silva, E. (2008). Measuring Skills for the 21st Century [Report]. Washington, DC: Education Sector. Retrieved from http://www.educationsector.org/usr_doc/MeasuringSkills.pdf
  • Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian University EFL Students. The Reading Matrix, 14(2), 314–336.
  • Van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53(1), 41–48. doi:10.3200/CTCH.53.1.41-48
  • Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168–176. doi:10.1093/elt/53.3.168
  • Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497. doi:10.1111/(ISSN)1467-9922
  • VanPatten, B. (1996). Explanation vs. Structured input in processing instruction’. Studies in Second Language Acquisition, 15, 225–243. doi:10.1017/S0272263100011979
  • Wenden, A. L. (1998). Metacognitive knowledge in SLA: The neglected variable. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 44–46). Harlow: Pearson.
  • Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 8(3), 8–19.
  • Zare, A. (2007). The relationship between cognitive and meta-cognitive strategy use and EFL reading achievement. Journal of Applied Psychology, 2(5), 121–130.