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Examining the Effectiveness of Metacognitive Strategy Instruction on
EFL Learners’ Reading and Writing Strategy Use and Performance
Chiraz OuerfelliHigher Institute of Applied Studies in Humanities Tunis
Situating Strategy Use: The Interplay of Language Learning Strategies and Individual Learner Characteristics
Alpen-Adria University Klagenfurt October 2015
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Definition of a strategy: “A strategy is a conscious mental activity, employed in the pursuit of a goal, transferable to other learning situations and tasks” (Macaro, 2006).
Difference between cognitive and metacognitive strategies
Recent reviews provided empirical evidence for the effectiveness of explicit strategy instruction in enhancing learners’ reading and writing abilities (Hassan et al., 2005; Plonsky, 2011; Taylor et al., 2006)
Language Learner Strategy (LLS): Theoretical Background
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This study is part of a larger project aiming at exploring
the impact of Metacognitive Strategy Instruction (MSI) on
learners’ reading and writing strategy use and
performance.
The study
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It attempts to explore teachers’ perceptions of strategy instruction, their teaching practices and the strategies implemented in the reading-writing classroom.
It aims at investigating whether MSI can bring about changes in students’ strategic behaviour.
It seeks to investigate whether MSI can help EFL learners improve their reading and writing performance.
It aims at eliciting learners’ reactions to and attitudes toward the training programme.
Objectives of the study
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Does Metacognitive Strategy Instruction (MSI) have an impact on learners’ strategy use?
Does MSI have an impact on learners’ reading and writing performance?
Research Questions
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The research design: A quasi-experimental mixed method research
design
The participants 143 EFL undergraduate students drawn from
six intact classes were randomly assigned to two condition groups
Research Methodology
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The data collection Two-phase study: Pre-Post training programme Research InstrumentsQuestionnaires: Pre-post questionnaire administration
Retrospection protocols: Pre-post retrospective sessions with a sub-sample (N= 18)
Reading-writing Test (RWT)
Research Methodology
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The MSI programme extended over a 12-week semester (36 hour lessons)
Integrated in their regular skill course
Explicit strategy instruction
Combination of cognitive and metacognitive strategies
Standard cycle of instruction:
awareness-raising/modelling, scaffolded practice,
gradual scaffolding withdrawal, practice, evaluation.
The Metacognitive Strategy Instruction (MSI) Programme
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A goal-setting based approach
A process-based approach to reading and writing instruction.
Promoting awareness-oriented discussions and cultivating self-questioning and self-reflection.
Encouraging strategy orchestration and strategy transfer
Providing many practice opportunities
Promoting group discussions and collaborative activities
But also…
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Quantitative Analysis: Questionnaires and RWT data analysis
Descriptive Statistics: Pre-post data comparison
Statistical Analysis: A Mann-Whitney U test and a Wilcoxon signed-rank test were run on the data.
Qualitative Analysis: Retrospective protocols
Coding Scheme
Data Analysis Procedure
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Questionnaire quantitative analysis (descriptive statistics)
Comparison of Cognitive Strategy Use at Time 1 and 2 Between the Experimental Group and the Control Group
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Continued Table
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Comparison of Metacognitive Strategy Use at Time 1 and 2 Between the Experimental Group and the Control Group
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Comparaison between the experimental – control group reported strategy use (Mann-Whitney U test)
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Pre-Post course strategy use: The experimental group (Wilcoxon signed-rank test)
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Pre-Post course strategy use: The control group
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After Strategy instruction, the experimental group was not only using more strategies, but they were also using them effectively according to task demands.
More metacognitive strategy deployment
More instances of strategy orchestration (e.g., prediction strategies (PRP and WRP) followed by Tapping prior knowledge Strategy)
RP Qualitative data: The Experimental group
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The experimental group provided justifications for their strategy use reflecting a metacognitive awareness of the usefulness and potential of strategies in improving reading and writing.
Strategy choice was more goal-oriented (with the aim of achieving a learning task)
More confidence when verbalising on their learning processes.
A more articulate description of their learning processes
More qualitative findings
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At Time 2, the control group participants did not show any significant change in their strategy use.
They were more concerned with the product.
Their strategic behaviour was not motivated by a learning goal.
They did not display any metacognitive awareness of the value of using strategies.
RP Qualitative data: The Control group
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Monitoring strategy use: Experimental group at time 1:
« I read paragraph two, but I could not understand it » [E2AL1]
“I could not understand paragraph three, so I kept reading it again and again. Then, I tried to understand each word but there were many difficult ones” [E2BL1].
Excerpts from retrospective protocol sessions
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Monitoring strategy use : the experimental group at Time 2:
“Before answering comprehension questions, I read the text to understand the main idea. I also took notes on the margin to remember the content of each paragraph”. [E2BL2]
“I got lost when writing. So I returned back to re-read my writing” [E2BH2].
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Experimental condition
Max Mean pre-course
SD Mean Post- course
SD Mean Gain
Experimental group
Reading 10 5.51 1.22 7.70 .91 2.19
Writing 10 4.35 .98 6.16 .83 1.81
Total 20 9.87 2.36 14.01 2.65 4.14
Control group Reading 10 5.47 .99 6.23 1.56 0.76
Writing 10 4.10 .77 4.16 1.15 0.06
Total 20 9.57 1.76 10.33 2.71 0.82
Descriptive statistics: Analysis of the pre-post RWT scores
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A Mann-Whitney U test was run on the pre-RWT scores and showed no significant difference between the two groups at Time 1 (Z= -1.86, p >.05)
A Mann-Whitney U test was run on the post-RWT scores and showed a statistically significant difference between the two groups at Time 2 (Z=-3.09, p=.002)
Pre-post course RWT scores (Mann-Whitney U test)
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A Wilcoxon signed-rank test was also run on the experimental
group to compare pre-post test scores. The findings showed a
statistically significant difference between informants’ total score
before and after treatment (Z= -4.63, p <.001).
A second test was run on the control group and indicated that there
was no significant difference between control group’s total test
scores at Time 1 and 2 (Z= -1.86, p >.05) .
Pre-post course RWT scores (Wilcoxon signed-rank test)
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Explicit MSI seems to have expanded learners’ strategy repertoire and changed their strategic behaviour via a shift towards more metacognitive strategy deployment and more strategy orchestration.
The findings underline the value of the explicit MSI in instilling goal-setting routine into students’ learning processes.
The participants in the Experimental group attest to a growing awareness of the processes underlying successful reading and writing, and of the value of strategy use.
Conclusions
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Findings from the RWT lend further support to
earlier interventionist studies and provides strong
evidence for the salutary effect of MSI on the
development of learners’ reading and writing
performance
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This study provides a support for a pedagogy of
reading and writing strategy instruction that helps
learners become more strategic readers and
writers by explicitly exposing them to the
metacognitive processes underlying the two
complementary skills.
Conclusions and Implications
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Thank you