چکیده:
The present study was an attempt to investigate the effect of meta-cognitive strategy (planning, self-monitoring) awareness raising instruction on reading comprehension of Iranian ESP learners. Participants of three groups each comprising of 21 Iranian male students studying “Civil Engineering” in “Islamic Azad University of Buin Zahra” were selected and assigned to three groups: two experimental groups (group A, and B) and one control group (group C). To meet the aim of the study, two reading comprehension tests were administered to the participants in three groups. In the first phase, a reading comprehension was administered as a pre-test. In the second phase, two experimental groups received five sessions of instruction on planning and self-monitoring awareness raising strategies on the Cognitive Academic Language Learning Approach (CALLA) and control group received no training. In the third phase, after completion of the instruction, a reading comprehension test as a post-test was administered to the groups. The findings indicated that the participants in two experimental groups outperformed the control group in the post-test of reading comprehension. It is concluded that the instruction of planning and self-monitoring metacognitive strategies as learning aids can lead to the improvement of students’ reading comprehension performance.
خلاصه ماشینی:
"2 Abstract The present study was an attempt to investigate the effect of meta-cognitive strategy (planning, self-monitoring) awareness raising instruction on reading comprehension of Iranian ESP learners.
Design The present research was a quasi-experimental study with the main concern of investigating the effect of meta-cognitive strategy (planning, self- monitoring) awareness raising instruction on reading comprehension of Iranian ESP learners.
Data analysis In order to test the first and the second research questions and examine the effectiveness of explicit instruction of each metacognitive strategy (planning, self-monitoring) on ESP learners’ reading comprehension, the researcher employed paired-samples t-test.
In order to test the third research question and to compare the effect of instructing planning and self-monitoring metacognitive strategies on ESP learners’ reading comprehension, ANOVA was conducted.
In order to test the second research question of the present study that Metacognitive strategy (self- monitoring) instruction does not have any significant effect on Iranian EFL learners’ reading comprehension, a paired samples t-test was run (Table 4).
Results of the data analysis for third research question The third research question was an attempt to see whether there is significant difference in the effects of instructing planning and self-monitoring metacognitive strategies on EFL learners’ reading comprehension.
Discussion The present study examined the effect of metacognitive strategies (planning, self-monitoring) instruction on reading comprehension of Iranian ESP learners.
The third research question investigating the significant difference in the effects of instructing planning and self-monitoring metacognitive strategies on EFL learners’ reading comprehension was rejected, too."