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Article published In: ITL - International Journal of Applied Linguistics
Vol. 157 (2009) ► pp.75–92

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Effects of Consciousness Raising of Metacognitive Strategies on EFL Students’ Reading Comprehension

 | Shiraz University of Medical Sciences Sepideh Fotovatian Monash University
Published online: 1 January 2009
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https://doi.org/10.2143/ITL.157.0.2042588
Abstract
The view that explicit instruction of metacognitive strategies is important for raising reader consciousness has become prominent recently. This study was an attempt to determine the impacts of instructing metacognitive strategies on readers’ comprehension. Two groups of students majoring in English language at Shiraz University/ Iran were compared using Schraw & Denisson’s (1994) “Metacognitive Awareness Inventory” to find out the participants’ degree of awareness towards metacognitive strategies. After a period of four months of pretest- treatment–posttest design, the results revealed a significant improvement in the experimental group who were trained to use metacognitive strategies consciously in their reading tasks as compared with the control group. The pedagogical implications of the study are also discussed.
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