Metacognitive Strategy Instruction In EFL Classrooms:a Mixed-methods Study

In the existing researches of metacognitive strategy instruction,Oxford’s(1990)Model,Chamot & O’Malley’s(1994)Model and Grenfall & Harris’ s(1999)Model are widely used,however,these three models are designed for general language learning strategies.The metacognitive strategy instructions,which practically applies the model that is specifically designed for it into the research of teaching,need more evidence currently.In addition,in the research on teaching metacognitive reading strategies,the research design and data source has featured quantitative and relatively single.This study integrates qualitative and quantitative methods to analyze and explore the effects of the metacognitive strategy instruction on the reading strategy awareness and on the reading performance in taking a standardized test of English as a foreign language(EFL)learners.The concurrent mixed-method research design is employed to analyze the two research questions respectively.The purpose of mixing is triangulation,that is,to validate the findings from different but complementary data.The participants are 76 higher vocational school EFL readers in two groups in China,and the instruction last for 10 weeks.In the English reading class,the treatment group systematically went through a metacognitive strategy instruction,with reference to Wilhelm’s(2001)Model of metacognitive strategy instruction,while the control group is taught using the conventional method of teaching.Quantitative data sources include metacognitive questionnaires and reading comprehension test scores both collected before and after the intervention,and qualitative data include students’ reflective journal written after each class and semi-structured interviews conducted after the whole instruction.The results reveal that metacognitive strategy instruction could enhance in reading strategy awareness and overall reading performance of learners.A further study found that: firstly,students with “low” and “moderate” initial reading proficiency benefit more from instruction than those with “high” proficiency in terms of reading strategy awareness and reading achievement;secondly,students’ overall perception of the effect of metacognitive reading strategy instruction are positive,and most students achieve a progress with respect to both the cognitive and emotional dimensions.Students highlight that they have become more able to monitor,manage and modify their reading comprehension performance;they have got some assistance to experience success and feel confident via strategic reading.Findings of this research have implications for the research design of metacognitive reading strategy in EFL settings,and the classroom design of English reading teaching.