THE EFFECT OF EXPLICIT STRATEGY-BASED INSTRUCTION ON MOROCCAN EFL UNIVERSITY LEARNERS’ USE OF METACOGNITIVE EVALUATING STRATEGIES (RECALLING AND SUMMARIZING) IN READING ENGLISH (L3) WRITTEN TEXTS

This study, derived from one of the major sections of my unpublished doctoral dissertation tackling the correlation between explicit training in cognitive and metacognitive reading strategies (CMRSs) and EFL reading achievement in tertiary education (Defended in 2015), is an endeavor to reveal the perceived effect of metacognitive evaluating strategies (MESs) instruction on Moroccan English Department learners’ strategic reading behavior. Targeting 113 EFL university learners (experimental group: n=63; control group: n=50), the study explores the impact of explicit metacognitive intervention on the learners’ recourse to recalling and summarizing, as metacognitive reading strategies (MRSs) tapped for assessing their understanding of the EFL textual input. To collect the relevant data, explicit reading strategy instruction (ERSI), reading comprehension texts (i.e., narrative, expository), narrative and expository reading tests, and a retrospective questionnaire (RQ) were relied upon. The results evince that, whilst the experimental group (n=63) advanced at the level of both metacognitive evaluating strategies use and text summary-related scores, its counterpart (control group) in the control condition did not reveal any marked increase in the application of the targeted metacognitive evaluating strategies (MESs) and the scores pertinent to text-based summary performance across the pre-post-test stages. Accordingly, a corpus of relevant recommendations and implications are discussed, and a few limitations are set forth.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>