A Meta-Analysis Of The Effectiveness Of Metacognitive Reading Strategies Of EFL/ESL Learners

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: İstanbul Üniversitesi-Cerrahpaşa, Hasan Ali Yücel Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2020

Tezin Dili: İngilizce

Öğrenci: Safa Abdulbari Mohammed Nasher SAEED

Danışman: Dilek İnal

Özet:

Strategies are useful actions that lead towards successful completion of any given task. There are various learning strategies that help language learners enhance their learning and improve proficiency by allowing them tools for active and self-directed involvement in the process. The implementation of different learning strategies into pedagogical practices in EFL and ESL contexts depend on the specifics of the tasks, learners’ needs and the knowledge of these available tools that would accommodate a range of abilities, skills and learning styles.  Among studies in English language learning there is a significant body of research focusing on strategies employed for reading. The primary objective of this meta-analysis is to determine the effectiveness of metacognitive reading strategies of EFL and ESL learners. To that end, it aims to answer the following questions: (1) Which metacognitive strategies are most frequently employed by EFL/ESL learners? (2) What is the overall effectiveness of metacognitive reading strategies? (3) Is there an effect of the gender of the reader on the utilization of metacognitive reading strategies? The literature identified for the present analysis ranged between the year 1985 to most recently published literature. The target group was students from primary, secondary and post-secondary settings. Results of the meta-analysis indicated that ESL/EFL students were equally likely to use ETR/reading for meaning, monitoring, or no metacognitive reading strategies. In addition, an examination of the frequency distribution for metacognitive reading strategies suggests that female ESL/EFL were more likely to make inferences and predictions, stop and reflect, and look backwards and forwards; on the other hand, male ESL/EFL students were more likely to check understanding.