Earticle

초록

영어

This study explores EFL learners’ use of metacognitive strategies on reading different genres. We investigate whether EFL learners adopt different metacognitive strategies while reading different genres of text, and if English reading proficiency levels are relevant factors. We ask 34 students to read three different genres, Argument, Description, and Explanation, and investigate their use of metacognitive strategies through a survey questionnaire. We take three strategies, Global Reading Strategies (GLOB), Problem-Solving Strategies (PROB), and Support Reading Strategies (SUP), which are subcategories of reading strategies from Metacognitive Reading Strategies Inventory (MARSI) suggested in Mokhtari and Reichard (2002). We find that there is no significant difference in the use of metacognitive strategies on reading the three different genres, but the participants more rely on PROB on reading all the three genres than GLOB and SUP. The results also indicate that overall, the participants at the higher level of English reading proficiency use more metacognitive strategies on reading the texts, and in particular, utilize PROB more than those at the low level.

목차

I. Introduction
 II. Theoretical Backgrounds
  1. Metacognitive Strategies
  2. Text Genres
  3. Previous Studies
 III. Experiments
  1. Procedure
  2. Results and Discussion
 IV. Conclusion
 Works Cited
 Appendix
 Abstract

키워드

저자

• Lee, Yuju [ Ajou University ] The first author
• Han, Ho [ Ajou University ] Corresponding author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810