Abo-Shosha., S. (2023). "A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".. CDELT Occasional Papers in the Development of English Education, 84(1), 319-365. doi: 10.21608/opde.2023.337480
Sabrein Ahmed Abo-Shosha.. ""A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".". CDELT Occasional Papers in the Development of English Education, 84, 1, 2023, 319-365. doi: 10.21608/opde.2023.337480
Abo-Shosha., S. (2023). '"A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".', CDELT Occasional Papers in the Development of English Education, 84(1), pp. 319-365. doi: 10.21608/opde.2023.337480
Abo-Shosha., S. "A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".. CDELT Occasional Papers in the Development of English Education, 2023; 84(1): 319-365. doi: 10.21608/opde.2023.337480
"A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".
Applied Linguistics and EFL Instruction Lecturer, English Language Department, Language Higher Institute.
Abstract
The primary aim of the research was to investigate the effect of a training program based on metacognitive strategies for enhancing reading comprehension among low-achieving students and to explore the correlation between students' use of metacognitive strategies and their comprehension levels. The study critiques prevailing pedagogical practices in EFL preparatory schools, emphasizing the hindrance of active student engagement in reading tasks due to the persistence of traditional teaching methods. To identify crucial reading comprehension skills requiring development among low-achievers, a meticulously constructed checklist, validated by an expert panel in EFL teaching and learning, was employed. This checklist informed the creation of a pre-/post-reading comprehension test. The quasi-experimental design employed in the study reveals statistically significant improvements in overall reading comprehension and sub-skills among participants exposed to the metacognitive strategies program. The study recommends integrating this program into preparatory education, underscoring the importance of considering individual differences and learning styles. English language educators are encouraged to incorporate metacognitive strategies into their teaching methodologies, considering the diverse profiles of Egyptian EFL preparatory school students. Overall, the research provides valuable insights into addressing reading comprehension challenges and suggests practical strategies for pedagogical improvement in EFL contexts.
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