خلاصة:
The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the intervention. The participants were 60 intermediate EFL learners in two groups. The experimental group (n = 30) went through an intervention program in which the learners were taught metacognitive strategy instruction through dialogic interaction for ten sessions. The control group (n=30) went through a conventional reading instruction program and covered the same materials without receiving metacognitive instruction. The results revealed that metacognitive strategy instruction through dialogic interaction helped learners develop their reading ability and raise their metacognitive awareness.
ملخص الجهاز:
The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners Hamed barjesteh*, Assistant Professor, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran ha_bar77@yahoo.
com Abstract The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners.
Results In order to investigate the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance of Iranian EFL learners, the data collected from the two groups in this study were analyzed through independent-sample t-test for both pre and post-tests.
This suggests that metacognitive strategy instruction through dialogic interaction did have a positive effect on the reading comprehension performance of EFL learners in the post-test.
Discussion In an attempt to make further contribution to the body of research, the present study strove to investigate the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners.
This finding supports the results of other studies (Alhaqbani & Riazi, 2012; Jafari & Shokrpour, 2012; Karbalaei, 2010; Mokhtari & Reichard, 2002; Mokhtari & Reichard, 2008; Mokhtari&Sheorey2002; Sheorey & Mokhtari, 2001; Shokrpour & Fotovatian, 2009), which all suggested that the process-based instruction of metacognitive strategies could help learners raise their metacognitive awareness in reading.
Conclusion This study investigated the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners.