Abstract
The present study aimed to improve the reading comprehension of underperforming ESL students in a Saudi Arabian girls' school by investigating the effects of metacognitive strategies. For this purpose, three sixth-grade classrooms received specialized training and lessons on these strategies, while three other classrooms followed the standard curriculum with different teachers for comparison. Data collection included pre- and post-intervention comprehension tests and interviews. Quantitative analysis involved comparing test scores, while qualitative research assessed students' use of metacognitive strategies during interviews. A 5-point scale coding framework was used for qualitative analysis, with two coders achieving 80-90% agreement. The results unequivocally demonstrated the positive impact of metacognitive strategies on low-achieving students' reading comprehension. The significant increase in average test scores post-intervention substantiated the strategy's efficacy. This study underscores the potential benefits of targeted interventions and specialized lessons in ESL settings, ultimately enhancing academic performance for second-language learners.
Author Information
Loussine Momdjian, TIS Schools, Saudi Arabia
Paper Information
Conference: BCE2023
Stream: Learning Experiences
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Momdjian L. (2023) Promoting Metacognitive Skills for Enhancing ESL Underachievers’ Comprehension of English Reading: A Case Study in Saudi Arabia ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.45
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.45
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