Dr.Raniyah - Descriptive Analysis.docx

This study verifies the efficacy of the metacognitive approach in reading comprehension using a quasi-experimental design with a pre- and post-test. It was inspired by Habibian's (2015) study in verifying the role of metacognitive strategies in developing EFL learners’ reading comprehension. It used both a TOEFL reading test as well as a questionnaire to check the participants' attitudes at the end of the intervention on the impact of metalinguistic awareness in developing Saudi EFL learners’ reading comprehension. It specially tries to identify which one of the four elements of metalinguistic awareness was applied more according to the participants' attitudes.<br>A TOEFL test extracted from the book "Building Skills for the TOEFL iBT, Beginning Reading" by Edmunds et al., (2009). It was clearly cited in the list of references. All the questions used for the pre-test were multiple choice type and the aim was to ascertain whether or not the students' reading abilities were similar. The same TOEFL test was also used in the post-test to check the enhancement, if any, in the students' reading comprehension skills. Each test contained ten questions and no modifications were made in the original test. The test checks some reading strategies in the students' comprehension including the meaning of certain vocabulary, the topic of a paragraph, detailed information, referent of a pronoun, comprehending the inference of a paragraph, the synonyms of a word, summary of a paragraph, inclusion of a sentence inside a paragraph, and summarizing the whole text in a few sentences. All the participants had to take reading exams at the beginning of the term. 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><br>

本研究采用前后测准实验设计（quasi-experimental design with a pre- and post-test），验证元认知方法（metacognitive approach）在阅读理解训练中的应用成效。本研究的灵感源自Habibian（2015）的研究，后者旨在验证元认知策略对提升英语作为外语学习者（EFL learners）阅读理解能力的作用。本研究同时采用托福（TOEFL）阅读测试与调查问卷，在干预结束后评估参与者对元语言意识（metalinguistic awareness）提升沙特英语外语学习者阅读理解能力这一影响的态度，并特别试图根据参与者的反馈，识别出四项元语言意识维度中哪一项被更频繁地应用。
本研究使用的托福阅读测试取材自Edmunds等人（2009）所著"Building Skills for the TOEFL iBT, Beginning Reading"一书，该测试已在参考文献列表中明确标注。前测所用全部题目均为多项选择题型，目的在于确认各组学生的阅读能力基线水平相近。后测亦采用同一套托福测试，用于检验学生阅读理解能力是否获得提升。每套测试均包含10道题目，未对原始试题做任何修改。该测试可评估学生在阅读理解过程中运用的多项策略，包括特定词汇含义、段落主题、细节信息、代词指代、段落推理推断、单词同义词、段落概要、句子在段落中的嵌入合理性，以及用简短语句概括全文内容。所有参与者均需在学期伊始参加阅读测试，该评估旨在检验学生的阅读理解能力，同时确保两组学生的初始理解水平相当。此外，本研究采用Beyer（1987）编制的元认知策略问卷（metacognitive strategy questionnaire），通过四点李克特量表（four-point Likert Scale，将“从不”“偶尔”“经常”“总是”分别量化为1、2、3、4）对问卷作答进行量化评分，以评估学生的元认知学习方法。该问卷旨在收集学生在学习新语言过程中规划、监控与分析自身学习进度的相关数据。作为预实验（pilot study）的一部分，该问卷曾向12名人口统计学特征与最终样本相似但未纳入最终调研的学生发放。经检验，本次用于评估元认知策略的问卷信度为0.85%。问卷作答将通过所提出的解读指南进行分析，以确定学生对元认知的知晓程度。