Dr.Raniyah - Three Way ANOVA Three Test.docx

The number of participants in this study is seventy, with thirty-five each constituting the experimental and control groups. All participants are enrolled at the English department, Hail University. This is a purposefully chosen sample i.e. the sample was chosen with the specific research objective in mind (Creswell, 2014). Purposeful sampling may be implemented in a variety of ways. In this study, criterion-based sampling was applied to ensure the quality of the results. Accordingly, the first-level students at the English Department were chosen as subjects for this study. Students at this level are assumed to be unfamiliar with metacognitive techniques. Using criterion-based sampling was deemed the most suitable to conduct this inquiry. <br>The assessments were designed to test students' reading comprehension and ensure that the two groups were taught at the same level of understanding. Moreover, Beyer's (1987) metacognitive strategy questionnaire was employed in this study to assess metacognitive methods by employing the four-point Likert Scale (Never, Rarely, Often, and Always numerically converted to 1, 2, 3, 4 to quantify the results) for responses. The questionnaire is designed to obtain data on how students plan, monitor, and analyze their own progress while they learn a new language. As part of the pilot study, the questionnaire was administered to twelve students who shared demographics with the sample but were not included in the final survey. The reliability of the questionnaire used to assess metacognitive strategy was determined to be 0.85%. The questionnaire responses were interpreted using the \ proposed guide to determine their awareness of metacognitive <br>

本研究共招募70名参与者，实验组与对照组各35人。所有参与者均就读于海尔大学（Hail University）英语系。本研究采用目的性抽样（purposeful sampling）方法，即依据明确的研究目标选取样本（Creswell，2014）。目的性抽样可通过多种路径实施，本研究采用标准抽样法（criterion-based sampling）以保障研究结果的质量，据此选取英语系一年级学生作为研究对象。该阶段学生通常尚未掌握元认知策略（metacognitive strategy），而标准抽样法被认为最契合本研究的开展需求。<br>本研究设计了阅读理解测试，用于评估学生的阅读理解能力，并确保两组学生接受的教学难度保持一致。此外，本研究采用贝耶尔（Beyer，1987）编制的元认知策略问卷，通过四点李克特量表（Likert Scale，选项从“从不”“很少”“经常”至“总是”，分别量化为1、2、3、4）对被试的元认知策略使用情况进行量化评分。该问卷旨在采集学生在第二语言学习过程中规划、监控与分析自身学习进展的相关数据。作为预实验环节，本研究向12名人口统计学特征与最终样本匹配但未纳入正式调查的学生发放了该问卷。经检验，本次用于评估元认知策略的问卷信度为0.85%。研究人员采用预设的分析框架对问卷结果进行解读，以评估学生对元认知的认知水平。