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The Effects of Metacognitive Approaches on EFL Reading : Using a Think-aloud Strategy with Feedbacks

  • Ma, Sun Mi (대학원 영어교육학과 영어교육학전공)

초록/요약

The purpose of this study is to investigate the effects of the metacognitive approach through Think-aloud with feedback on reading achievement of 124 Korean undergraduate students enrolled in EGP (English for General Purposes) classes. This study was planned in order to find a proper instructional strategy for those who struggle in the class. Think-aloud with feedback in this study is a new instructional strategy that is composed of the use of Think-aloud and feedback to the statements from the Think-aloud process. For 16 weeks, this study investigated 124 university EFL students’ reading comprehension across four conditions: (1) no Think-aloud and feedback at all (the Control Group); (2) Think-aloud, but no feedback (the No Feedback group); (3) Think-aloud and errors marked with codes from eight different error categories (the Implicit Feedback Group); (4) Think-aloud and errors marked with correct answers (the Explicit Feedback group). Students were pre-tested for their reading proficiency on FCE (First Certificate in English) and metacognitive awareness of reading strategies on MARSI (Metacognitive Awareness of Reading Strategy Inventory) in pre-test/post-test format. In this study, quantitative surveys and pre-/post-tests complemented by qualitative Think-aloud protocols were used to examine students’ metacognitive awareness as well as their reading achievement. The survey and the scores of pre-/post-tests were analyzed by SPSS, producing descriptive statistics with a series of one way ANCOVAs, followed by the Bonferroni procedures as a comparison test. The stepwise multiple regression was employed to find the predictability of three variables for post-test. The information from the Think-aloud protocols was categorized and analyzed according to the coding scheme provide by Leslie and Caldwell (2011). The data revealed that Think-aloud groups performed better on post-test. Especially, the groups with the feedback had a significantly higher gain score than the group that received traditional training. The data also discovered positive effects of the Think-aloud with feedback on reading comprehension tests, especially on inferential types of questions. However, no significant difference was found on literal questions. The qualitative Think-aloud data showed that the number of errors generated by the Think-aloud with feedback groups was reduced with appropriate feedback from the teacher. In summary, both high-and low-achieving readers received benefits from the use of Think-aloud with feedback on reading comprehension tests. However, it was concluded that more explicit feedback seemed to help low-achieving readers than high-achieving readers. Based on the findings of this research, several issues are discussed along with pedagogical implications arising from the current study. The study also sheds some light on the importance of explicit instruction for more effective implementation of the metacognitive strategy. Finally, limitations of the study and some suggestions for further studies are presented.

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목차

I. Introduction 1
1.1 Context of the Study 1
1.2 Purpose of the Study 17
1.3 Research Questions 19
1.4 Definition of Terms 19

II. Review of Literature 22
2.1 Issues in English for General Purposes (EGP) classes 22
2.2 Reading Comprehension 26
2.2.1 Understanding Reading Comprehension as an Interactive Process 26
2.2.2 Variables Affecting Success in Reading: Decoding, Vocabulary, Linguistic Knowledge, Background Knowledge, Text Structure Knowledge, Reading Strategies 27
2.3 Reading Comprehension Instruction 37
2.3.1 Promoting Strategic Reading and Reading Comprehension Strategies 37
2.3.1.1 The Importance of Strategic Reading 37
2.3.1.2 Teaching Reading Comprehension Strategies 39
2.3.2 Reading Comprehension Strategy Research in L2 42
2.4 Metacognitive Approach in Reading 44
2.4.1 Role of Metacognition in Reading 44
2.4.2 Development of Metacognitive Strategy in L2 Reading 49
2.4.3 Metacognitive Strategy Training in L2 Reading Comprehension 54
2.5 The Use of Think-aloud Procedure as a Metacognitive Strategy 57
2.5.1 The Think-aloud Procedure in the Reading Process 57
2.5.2 Limitations or Problems of the Think-aloud Procedure 60
2.5.3 Studies on the Think-aloud Technique as a Metacognitive Strategy
62
2.6 Value of Feedback in Language Learning 66
2.6.1 Different Views on Error Feedback 66
2.6.2 Implicit Feedback and Explicit Feedback 69


III. Research Design and Method 74
3.1 Subjects 74
3.2 Instruments for the Experiment 76
3.2.1 Metacognitive Awareness of Reading Strategies Inventory (MARSI)
77
3.2.2 Reading Proficiency Test 78
3.3 Texts for Experiment 79
3.4 Administration Procedures for Experiment 80
3.4.1 Procedures Beginning the Semester 81
3.4.2 Procedures during the Semester 82
3.4.2.1 Instructional Strategy Implementation 83
3.4.2.2 Control Group 85
3.4.2.3 Experimental Groups (No Feedback, Implicit Feedback, and Explicit Feedback Groups) 85
3.4.2.4 No Feedback Group 89
3.4.2.5 Implicit Feedback Group 89
3.4.2.6 Explicit Feedback Group 91
3.4.3 Procedures Closing the Semester 83
3.5 Comprehension Measures 94
3.5.1 Standardized Test: FCE as Pre-/Post-test 94
3.5.2 Think-aloud Protocol 96
3.6 Scoring 97
3.6.1 Reading Section in FCE Test 97
3.6.2 Coding System for Think-aloud Statements 98
3.7 Results of Preliminary Think-aloud Test 100
3.8 Data set and Analysis 103
3.8.1 Quantitative Data Measurement 104
3.8.2 Qualitative Data Measurement 105

IV. Analysis Results 107
4.1 Results of Quantitative Research 107
4.1.1 Results of the Stepwise Multiple Regression on Reading Comprehension Test 108
4.1.2 Descriptive Analysis and Results of One-way ANCOVA on MARSI
112
4.1.2.1 Descriptive Analysis and Results of One-way ANCOVA on MARSI for Top and Bottom 25% Students 119
4.1.3 Descriptive Analysis and Results of One-way ANCOVA on Reading Comprehension Tests 129
4.1.3.1 Descriptive Analysis and Results of One-way ANCOVA on Reading Comprehension Tests for Top and Bottom 25% Students
134
4.1.4 Descriptive Analysis and Results of One-way ANCOVA of Question Types on Reading Comprehension Tests 140
4.2 Results of Qualitative Research 144
4.2.1 Actual Strategy Use through Think-aloud 144
4.2.2 Actual Strategy Use by Top and Bottom 25% Students through the Think-aloud Strategy on Expository Texts 148
4.2.3 Actual Strategy Use by Top and Bottom 25% Students through the
Think-aloud Strategy on Narrative Texts 152
4.2.4 Findings on Student Generated Statements during Think-aloud 156

V. Discussion, Limitations, and Implications 159
5.1 Predictors of Reading Comprehension Test Scores 160
5.2 The Effects of the Metacognitive Approach through Think-aloud with Feedback on Metacognitive Awareness of Reading Strategies 162
5.3 The Effects of the Metacognitive Approach through Think-aloud with Feedback on Reading Comprehension Test 164
5.4 The Effects of the Metacognitive Approach through Think-aloud with Feedback on Different Types of Reading Comprehension Questions 168
5.5 Findings through Think-aloud with Feedback 170
5.5.1 Actual Strategy Use through the Think-aloud with Feedback 170
5.5.2 Reading Behaviors of High-and Low-achieving Readers Shown
on Think-aloud Process 173
5.6 Limitations of the Current Study 174
5.7 Pedagogical Implications of the Study 176

VI. Conclusion 180
6.1 Suggestions for the Future Research 185

References 188

Appendix 209
Appendix A Metacognitive Awarenss of Reading Strategies Inventory(MARSI)
209
Appendix B Scoring Rubric 211
Appendix C Sample FCE Reading Test 212
Appendix D Sample Think-aloud (Pre –test) text
Expository Text: Temperature and Humidity
214
Appendix E Sample Think-aloud (Pre –test) text
Narrative Text: Where the ashes are –Part 1
215
Appendix F Sample Think-aloud Worksheet 217
Appendix G Coding Scheme of Think-aloud Moves (Original Version: Korean)
218

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