ERIC Number: EJ1266420
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1916-4742
EISSN: N/A
Available Date: N/A
Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes
Al-Qahtani, Abdulaziz Ali
English Language Teaching, v13 n9 p50-62 2020
The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.
Descriptors: Metacognition, Second Language Learning, Second Language Instruction, English (Second Language), Foreign Countries, Teaching Methods, Protocol Analysis, Reading Comprehension, Student Attitudes, Reading Tests, Attitude Measures, Comparative Analysis, Attitude Change, Instructional Effectiveness, Reading Strategies, Secondary School Teachers, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A
Author Affiliations: N/A