The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners

International Journal of Foreign Language Teaching and Research

مقاله 7، دوره 4، شماره 16، خرداد 2016، صفحه 99-111   

نوع مقاله: Research Papers

نویسندگان

Hamed barjesteh^* ؛ Freshteh Jafari

Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran

چکیده

The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the intervention. The participants were 60 intermediate EFL learners in two groups. The experimental group (n = 30) went through an intervention program in which the learners were taught metacognitive strategy instruction through dialogic interaction for ten sessions. The control group (n=30) went through a conventional reading instruction program and covered the same materials without receiving metacognitive instruction. The results revealed that metacognitive strategy instruction through dialogic interaction helped learners develop their reading ability and raise their metacognitive awareness.

کلیدواژه‌ها

Dialogic interaction؛ Metacognive Strategy؛ reading comprehension؛ Language Awareness؛ EFL learners