Arab World English Journal (AWEJ) Volume.7 Number.3September , 2016                                Pp. 287-301
DOI:https://dx.doi.org/10.24093/awej/vol7no3.21

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The Effect of Metacognitive Strategy Instruction on Moroccan EFL Learners’ Strategy Use
and Reading Achievement
  

Mohammed Msaddek
Regional Academy for Education and Training (Rabat- Salé)
Delegation of Salé, Morocco

 

 

 

Abstract:
The intent of this quasi-experimental study is to investigate the impact of explicit metacognitive reading strategy instruction (RSI) on Moroccan English as a foreign language (EFL) university learners’ strategy use and reading achievement. It reflects whether this sort of instruction can make of learners strategic and critical readers. In this regard, a pre-post-test design involving the administration of reading comprehension pre- and post-tests to both the control and the treatment group was used. Two research questions were addressed: To what extent does explicit metacognitive reading strategy instruction influence Moroccan EFL university learners’ strategy usage? To what extent does explicit instruction in metacognitive reading strategies impact Moroccan EFL university learners’ reading achievement gains? A total of 113 participants were targeted in an attempt to reveal the perceived correlation exiting among the variables of strategy training, strategy use and reading achievement. The elicited data were collected by means of the reading comprehension texts, ‘self-report questionnaire’ and reading comprehension tests (e.g., pre-test, post-test). The findings unveiled that, through exposure to reading strategy training, as an effective medium of enhancing the learners’ reading potential, the experimental group (N=63) reflected a more significant improvement at the level of strategy usage and reading performance than their counterpart, the control group (N=50), did at post-testing. Finally, the study concludes with some recommendations relatable to pedagogy and research.
Keywords: metacognition, reading achievement, reading strategy instruction, strategy use

Cite as : Msaddek, M. (2016) The Effect of Metacognitive Strategy Instruction on Moroccan EFL Learners’ Strategy Use and Reading Achievemen. Arab World English Journal, 7 (3).
DOI:https://dx.doi.org/10.24093/awej/vol7no3.21

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Mohammed Msaddek holds a Doctorate Degree in Applied Linguistics from the Faculty of
Letters and Human Sciences- Rabat, Morocco in 2015. He obtained his Master’s Degree in
Studies in English Language and Culture in 2010 from the Faculty of Letters and Humanities-Ibn
Tofail University, Kénitra. Currently, he is a high school teacher. His research interests
incorporate cognitive psychology, learning/reading strategies, critical thinking and strategy
instruction.