Improving reading comprehension through metacognitive self-directed reading strategies

Abstract

The goals of this study were achieved, the quantitative and qualitative data results, promoting the metacognitive strategies help the target students become self-directed learners, allowed them be aware of metacognitive reading strategies they should use based on their reading needs; despite all the differences of the three contexts regarding students’ age, language level, and academic situations; this was one of the common positive results after carrying out this work. The subjects also showed important improvements related to their attitudes towards their own second language learning process. The analysis of the results that were obtained by the students in the three different contexts before, during and after applying the metacognitive strategies on this project, allowed the researchers confirmed that they improved their reading comprehension proficiency. Information found in the teachers’ journals described that a remarkable majority of learners in the three contexts went through processes involving features which are linked to autonomous learning.