Changes in Metacognitive Knowledge through Extensive Reading
Year: 2018
Type: article
Abstract: This qualitative study investigated English-as-foreign-language (EFL) learners’ metacognitive knowledge about second language (L2) reading by using Flavell’s (1979) framework of person, task, and strategies. Five Japanese EFL participants who were reading extended texts, which were graded readers of their choosing, for a ten-month period participated in pre-task semi-structured interview, a post-task stimulated recall interview for a narrative text after reading and a follow-up semi-structured interview. The results showed that the participants had emerging metacognitive knowledge about L2 reading for general comprehension. The results also revealed that reading strategies varied even within the same participant, depending on the difficulty of texts and their set (sub)goals for texts.
Source: Journal of Extensive Reading
Author: Mariko Sugita
Institution: Temple University, Japan
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2794779600