Abstract
This study aims at unearthing the conceived impact of text type (i.e., narrative, expository) on Moroccan EFL university learners’ use of cognitive and metacognitive reading strategies and reading comprehension gains in English (L3). It targeted 113 first-semester university students (Control Group (n=50); Experimental Group (n=63)). The obtained data were assembled by means of such instruments as reading comprehension tests (i.e., pre-test, post-test), comprehension texts (i.e., narrative, expository), and (meta) cognitive strategy intervention. The results revealed that, whilst the targeted subjects’ reading outcomes are not genre-dependent, their strategy use is influenced by the typology of the L3 written text being processed. Further, though reading strategy intervention improved the experimental group’s reading strategy application and reading scores, text genre impacted the usage of some cognitive and metacognitive reading heuristics. Hence, a wide plethora of viable implications related to reading comprehension instruction as well as a few limitations are put forth.
Presenters
Mohammed MsaddekAssociate Professor, English Language Department, Hassan II University, Casablanca [Dar el Beïda]*, Morocco
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Metacognition, Metacognitive Reading Strategies, Reading Accomplishment, Strategy Use, Text Typology
