Incidence of Systematic Explicit Instruction of Metacognitive Reading Strategies onStudents' Academic Achievement

This project aims at researching on the effectiveness of explicit instruction of metacognitivereading strategies on tests taken to ۲۰-۳۰-year-old university students from Orán, a city inthe north-west of Salta, in Argentina, whose native language is Spanish. It explores the fieldof language teaching and learning seen from the cognitive perspective. It is a qualitativequantitative,process-oriented, small-scale, subjective, phenomenologist, and quasiexperimental,prospective action research work with controlled intervention focused onmaking students aware of the metacognitive strategies needed to be able to comprehendfield-based expository text types. It is meant to help them improve their ability to deal withdefinitions, descriptions, classifications, narrations, instructions and arguments by puttingmetacognitive strategies into practice. In ۲۰۲۲, both the control and the experimental groupattended a compulsory reading comprehension course in L۲, English, in the ۴th year of theNursing Training Bachelor Studies offered by the School of Health Sciences at the NationalUniversity of Salta. Only the experimental group received instruction regardingmetacognition. The data collected included students’ level of English, general readingcomprehension level (based on the CEFR, ۲۰۲۰), metacognitive awareness of readingstrategies before the period of instruction and after the practice tests taken, scores comparedout of ten practice tests on different text types, metacognitive strategies put into practicewhile doing each practice test, frequency of use of each metacognitive strategy. Based onthe qualitative and quantitative information collected from the experimental group, theteacher will interpret the results to assess academic achievement.

کلیدواژه ها:

Metacognition ، Reading Strategies ، Field-Content Based Texts ، ExpositoryText-Types ، Effectiveness ، Academic Achievement