METHODOLOGICAL IMPROVEMENT OF DEVELOPING STUDENTS’ ENGLISH READING COMPREHENSION SKILLS ON THE BASIS OF A METACOGNITIVE APPROACH
DOI:
https://doi.org/10.37547/Keywords:
Cognitive strategies, reading proficiency, academic literacy, self-regulated learning, reflective reading, instructional designAbstract
Developing English reading comprehension skills remains a central challenge in foreign language education. Traditional approaches often focus on mechanical decoding of words and answering comprehension questions, neglecting learners’ strategic thinking, self-regulation, and reflective skills. This article investigates methodological improvements in teaching English reading through a metacognitive approach, which emphasizes learners’ awareness, control, and regulation of cognitive processes. Key components include goal setting, active monitoring, strategic evaluation, and reflective practice. The study highlights how these components can be systematically integrated into classroom instruction, demonstrating that metacognitive strategies enhance comprehension, foster learner autonomy, and strengthen higher-order thinking skills. Practical implications for curriculum design, teacher training, and classroom practice are discussed, emphasizing students’ ability to approach complex texts strategically and independently.
Downloads
References
1.Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21–29). Lawrence Erlbaum Associates.
2.Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
3.Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.249
4.Oxford, R. L. (2011). Teaching and researching language learning strategies. Pearson Education.
5.Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 291–309). International Reading Association.
6.Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449. https://doi.org/10.1016/S0346-251X(01)00039-2
7.Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909.
