Metacognitive Reading Strategies and Reading Comprehension Achievement with Difference Proficiencies’ EFL Learners through Reciprocal Reading Activities
The objectives of this study were 1) to investigate metacognitive strategies are used by the readers engaged in reciprocal reading activities 2) to investigate the achievement of reading comprehension based on reciprocal reading activities using metacognitive strategies for reading comprehension. The research population consisted of 43 first-year learners at Nakhon Sawan Rajabhat University. The sampling comprised of three different proficiency EFL learners (advanced, intermediate, novice) by purposive sampling. Data were collected by metacognitive reading strategies observation form, the Oxford reading comprehension placement test (2015) and reading comprehension pre-test and post-test. Mean, standard deviation, t-test and percentage were used as data analysis.
The results of this study showed that reciprocal reading activities could engage three different proficiency EFL learners; they used different metacognitive reading strategies to achieve reading comprehension (e.g., questioning, predicting, summarizing, and translation). All of them were more frequently used cognitive reading strategies than metacognitive reading strategies. Also, reciprocal reading activities could engage the reading comprehension achievement with different proficiency EFL learners. Discussion and findings are offered.
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