Effects of Metacognitive Reading Strategy Instruction on EFL Tenth Grade Students’ Reading Comprehension and Reading Strategy Awareness

Abstract

This study aims to: 1) compare Thai secondary school learners' English reading comprehension abilities before and after teaching metacognitive strategies; 2) compare the use of metacognitive strategies of Thai learners before and after teaching and 3) explore learners’ opinions about metacognitive reading strategy instruction (MRSI) by using a sequenced mixed-method research methodology. The study involved a ten-week intervention with 50 EFL learners in a public secondary school. Data from pretest and posttest measurements and semi-structured interviews was collected to investigate the effectiveness that the intervention on EFL learners’ reading comprehension abilities and reading strategy awareness. The data was analyzed to find the mean, standard deviation, and t-test. The results of the study revealed that: 1) the English reading comprehension abilities of the learners after implementing the metacognitive reading strategy instruction (MRSI) was higher than before implementing the metacognitive reading strategy instruction (MRSI) at the .05 level of statistical significance. 2) Using the metacognitive strategies of the students after teaching the metacognitive strategies was higher than before the teaching of metacognitive readings at the .05 level of significance. 3) The learners were satisfied with the teaching of the use of metacognitive reading strategy instruction (MRSI) to a good level.