Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16307
Title: Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use
Authors: Zhang, Lawrence Jun
Keywords: Metacognitive awareness
EFL reading
Reading strategies
Chinese EFL learners of English
Issue Date: 2009
Citation: Zhang, L. J. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37-59.
Abstract: This paper reports findings from a study that assesses metacognitive awareness and reading-strategy use of Chinese senior high school students who are learning English as a foreign language (EFL). A total of 270 students responded to a 28-item survey of reading strategies (SORS). The strategies were classified into 3 categories: global, problem-solving, and support. The results showed that the students reported using the 3 categories of strategies at a high-frequency level. Both the main effect for strategies and the main effect for learners’ proficiency were significant. The high-proficiency group outperformed the intermediate group and the low-proficiency group in 2 categories of reading strategies: global and problem-solving; but no statistically significant difference was found among the 3 proficiency groups in using support strategies. Pedagogical implications of these findings are discussed in relation to the changing Chinese society.
URI: http://hdl.handle.net/10497/16307
ISSN: 1539-0578
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
RFL-21-1-37.pdf326.28 kBAdobe PDFView/Open
Show full item record

Page view(s) 1

521
checked on Oct 16, 2017

Download(s) 1

1,070
checked on Oct 16, 2017