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ERIC Number: EJ1206956
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1812-9129
Can L2 Less-Proficient Adult Learners Become Skilled Readers?
Chin, Mei-Hui
International Journal of Teaching and Learning in Higher Education, v31 n1 p1-10 2019
This study explored whether second-language (L2) less proficient adult learners can become skilled readers by investigating the effect on students' attitudes to strategy use when explicit instruction of metacognitive reading strategies is combined with an extensive reading approach. Studies have shown that proficient learners employ a wider range of metacognitive strategies than less proficient learners and use the strategies more efficiently and frequently. Teaching metacognitive strategies explicitly develops L2 learners into independent practitioners. Yet, little is known about the extent to which L2 less proficient students can incorporate metacognitive reading strategies in their reading. This paper addresses this issue by investigating students' attitudes towards, and the use of, metacognitive strategies. The study was designed as a case study, and interview data and reflective journals were collected. The results show that L2 less proficient adult learners can become skilled readers through explicit instruction of metacognitive reading strategies combined with an extensive reading approach. The findings of the study reflect on explicit teaching of metacognitive strategies and extensive reading. The researcher suggests the value of introducing metacognitive strategies into L2 reading classrooms to broaden the learning skills of less proficient learners.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan