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Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use
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.
Author
Zhang, Lawrence Jun
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.
Date Issued
2009
Publisher
National Foreign Language Resource Center
Journal
Reading in a Foreign Language