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The intent of this quasi-experimental study is to investigate the impact of explicit metacognitive reading strategy instruction (RSI) on Moroccan English as a foreign language (EFL) university learners' strategy use and reading achievement.It reflects whether this sort of instruction can make of learners strategic and critical readers.In this regard, a pre-post-test design involving the administration of reading comprehension pre-and post-tests to both the control and the treatment group was...
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The present study, drawing on a quasi-experimental design, is geared towards probing into the value of the delivery of metacognitive control training in improving English as a foreign language (EFL) learners’ performance in textual reading at the university level. To investigate this issue at length, two EFL first-semester groups majoring in English studies were selected as the main respondents. The treatment group trained in metacognitive control consists of sixty-three (n=63) students and...
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This experimental study is intended to uncover how the meaning-checking procedure is conducted by Moroccan English as a foreign language (EFL) learners and explore the perceived impact of metacognitive strategy instruction on the way they monitor their comprehension act in textual processing. Predicated on a pre-post-test design, the study is a manifestation of the extent to which the learners’ monitoring behaviour during the reading process can be subject to utter improvement through the...
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This experimental study is intended to uncover how the meaning-checking procedure is conducted by Moroccan English as a foreign language (EFL) learners and explore the perceived impact of metacognitive strategy instruction on the way they monitor their comprehension act in textual processing.Predicated on a pre-post-test design, the study is a manifestation of the extent to which the learners' monitoring behaviour during the reading process can be subject to utter improvement through the...
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Constituting a substantive part of my unpublished Doctoral Dissertation that was defended in 2015, the present study probes into the impact of (meta) cognitive reading strategy training on Moroccan EFL students’ strategic processing of textual content. In principle, it draws parallels between the (meta) cognitive strategic act implemented by the English department first-semester university learners (Control group: N=50; Experimental group: N=63) before the metacognitive strategy intervention...
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This study sets out to examine the role of self-questioning training in improving EFL university learners’ reading potentiality. It shows the extent to which instruction in self-questioning, as a metacognitive strategic move, can reinforce the learners’ reading behavior in coping with the written discourse. To meet this objective, a total of 113 first-semester university students participated in this quasi-experimental study. The data were collected by means of such instruments as the...
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This study is a potential endeavor to make an inquiry into the perceived effect of text typology on reading achievement gains among Moroccan English as a foreign language (EFL) learners. It also evinces whether strategy instruction can be an influencing variable on learners’ reading achievement with regards to text type (i.e., narrative, expository). Indeed, incorporating two primary text genres (i.e., narrative, expository) in the conduct of this current research, the study is intended to...
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The intent of this quasi-experimental study is to investigate the impact of explicit metacognitive reading strategy instruction (RSI) on Moroccan English as a foreign language (EFL) university learners’ strategy use and reading achievement. It reflects whether this sort of instruction can make of learners strategic and critical readers. In this regard, a pre-post-test design involving the administration of reading comprehension pre- and post-tests to both the control and the treatment group...
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Given the well-known fact that reading any EFL academic written discourse entails the proactive exertion of cognitive efforts and the constant immersion in executive control, the use of cognitive reading strategies (CRSs) occupies an outstandingly pivotal part in effectually assimilating the textual content. By implementing these strategies during the process of textual reading, readers can ensure efficient meaning-making acts. Targeting a group of first-semester university students (N=63),...
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This experimental study is intended to uncover how the meaning-checking procedure is conducted by Moroccan English as a foreign language (EFL) learners and explore the perceived impact of metacognitive strategy instruction on the way they monitor their comprehension act in textual processing. Predicated on a pre-post-test design, the study is a manifestation of the extent to which the learners’ monitoring behaviour during the reading process can be subject to utter improvement through the...