Metacognition in a Foreign Language Reading Context

Year 2019, , 192 - 212, 20.10.2019

Nesrin Ozturk

https://doi.org/10.31464/jlere.584458

Cited By: 2

Abstract

This study aimed to examine readers’ metacognition and
motives for practicing metacognition in a foreign language learning context.
Readers’ metacognition was measured by Metacognitive Awareness Inventory and
semi-structured questions were developed to study the effects of metacognition
training. Findings confirmed that metacognitive individuals pertain reading to
comprehension or goal attainment and they know physiological, cognitive, and
affective dynamics might impact their performances. Metacognitive readers might
hold an understanding of meta-reading; reading skills and dynamics that
facilitate and interfere with performances might transfer across languages.
Following the training, participants’ self-awareness increased. Their
motivation and interest to read in a foreign language was impacted positively.
Lastly, although metacognitive readers were aware of that strategic reading may
be, initially, cognitively demanding; such readers still continue practicing
metacognition for efficiency with time, effectiveness with comprehension and
learning, and pleasure of awareness and self-confidence.

Keywords: metacognition; EFL; reading; self-awareness;
training.

 

Keywords

metacognition, EFL, reading, self-awareness, training

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