Strategy Based Instruction Facilitated by Technologies to Enhance Reading Comprehension

This study was set to determine the level of reading comprehension achievement for university students when instructed cognitive and metacognitive strategies in a learning environment mediated by technologies. Accordingly, the paper tried to answer this research question: Which is the effect of usin...

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Bibliographic Details
Published in:Journal of language teaching and research 2016-07, Vol.7 (4), p.655
Main Authors: Ochoa, Miguel A., Ramírez, María S.
Format: Article
Language:English
Subjects:
Achievement tests
Analysis
Cognitive processes
College students
Distance learning
Education
Educational materials
Educational standards
Educational technology
English as a second language learning
English proficiency
Humanities
Language
Language teaching methods
Learning environment
Learning strategies
Metacognition
Methods
Multimedia
Psychological aspects
Questionnaires
Reading achievement
Reading comprehension
Reading tests
Research design
Researchers
Students
Studies
Study and teaching
Teachers
Teaching
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Summary:This study was set to determine the level of reading comprehension achievement for university students when instructed cognitive and metacognitive strategies in a learning environment mediated by technologies. Accordingly, the paper tried to answer this research question: Which is the effect of using cognitive and metacognitive strategies in a technology enriched environment on students to achieve the B1 English proficiency level according to the Common European Framework of Reference (CEFR) in reading comprehension? This study took place in Universidad Estatal de Sonora (UES), México through a sequential-explanatory mixed method research design which focused on a sample of 96 students who received 15 hours of instruction in Language Learning Strategies (LLS) by 6 teachers. A reading comprehension pre-test/post-test, a self-reported questionnaire in the use of cognitive and metacognitive strategies, a semi-structured interview and document analysis were used to gather data. For data analysis, a paired samples t-test technique and a phenomenological approach were conducted to analyze quantitative and qualitative data, respectively. The study showed contrasting results given that the reading comprehension test reflected low scores even though the students developed a better understanding of cognitive and metacognitive strategies and an improvement in their reading comprehension skills in class.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.0704.04