The Development of an English Instructional Model Using Metacognition in Enhancing English Reading and Creative Thinking for Undergraduate Education Students
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The objectives of this study were to: (1) develop an English instructional model based on metacognition to enhance English reading comprehension and creative thinking among undergraduate education students; (2) compare students’ English reading comprehension and creative thinking before and after instruction; and (3) investigate students’ attitudes toward the developed instructional model. This study employed a Research and Development (R&D) approach following four main components: R1, analysis of curricula, relevant theories, and learners’ needs through document analysis, expert interviews, and student surveys; D1, design and development of a metacognitive-based English instructional model, namely the MER-CT Model, including its principles, five-step instructional process, and assessment system, followed by expert validation and a pilot study; R2, implementation of the developed model using a one-group pretest–posttest design with 26 second-year undergraduate education students; and D2, evaluation and refinement of the model based on learning outcomes and students’ feedback.
The research instruments consisted of (1) an English reading comprehension test, (2) a creative thinking test, and (3) an attitude questionnaire. All instruments demonstrated acceptable content validity (IOC=0.80–1.00), with reliability coefficients of 0.85, 0.87, and 0.89, respectively. The results indicated that the developed instructional model met the efficiency criterion (E1/E2=80.54/82.98). Students’ English reading comprehension and creative thinking after instruction were significantly higher than before instruction at the .05 level. Students demonstrated positive attitudes toward the instructional model at a high level, particularly regarding awareness of the importance of English reading skills for the teaching profession.
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