Dr.Raniyah-Assessment Questionnaire.docx

Both experimental and control group were administered a TOEFL test of reading comprehension skills to check their homogeneity. Only the experimental group received instruction in metacognitive methods, while the control group was taught the reading course traditionally. The former received instructions on how to read in order to encourage active engagement of students. Both the teacher and participants considered the pragmatic aspects of the situation in order to provide reliable results. Metacognitive strategies were taught three times a week, for an hour each time, to the experimental group. Students were given three categories of information: declarative knowledge (learning what strategies are), situational knowledge (learning where strategies might be used), and procedural knowledge (learning how to apply strategies).The data were collected after a twelve-week period of metacognitive instruction through a questionnaire.