| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 87 === The purpose of the present study is to investigate the effects of metacognitive strategy training (MST) on senior-high-school
students'' EFL reading. Specifically, the students'' literal and inferential English reading comprehension, reading attitudes,
metacognitive awareness, and their perception of metacognitive strategy training are probed.
The subjects of this study were ninety-one senior high school students from two second-grade classes in Kaohsiung City. A three-month study was conducted with all these students who received MST with three metacognitive strategies (semantic
mapping, self-questioning, and summarizing) in reading English texts. In the data collection, the differences in the English reading comprehension tests and questionnaires between the pre-treatment and post-treatment were compared and analyzed quantitatively. Additionally, some open-ended questions concerning the students'' responses to MST after the study were analyzed qualitatively.
Based on the data analyses, the findings of the study are summarized as follows:
1. MST was effective in enhancing the students'' reading comprehension, but the training effect was more significant to the high-achievement students than to the low-achievement ones.
2. MST helped the students improve both their literal and inferential comprehension in reading English texts, but exhibited a more facilitative effect on the high-achievement students than on the low-achievement ones.
3. MST helped enhance the students'' English-learning interests, but did not significantly promote their active learning in English
and their English-learning methods.
4. MST helped the students gain confidence in their reading abilities, perceive the importance of the higher-level processing skills in reading, monitor and regulate their reading processes, and enhance their awareness of effective reading strategies and their
perception of good readers.
5. Most of the students exhibited a positive attitude toward the effectiveness of MST and showed their willingness to adopt the
learned metacognitive strategies in English reading.
On the basis of the study findings, there are some pedagogical implications for MST in senior high school as follows.
1. EFL teachers should provide students with an informed and self-control MST program.
2. EFL teachers should help students cultivate their reading interests and enhance their metacognitive awareness.
3. EFL teachers should learn more about pedagogical content knowledge (PCK), particularly the knowledge of the learning strategy and its use.
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