Abstract:

Instruction of Language learning strategies (LLS) in a classroom setting has signified a fundamental change in the teaching-learning process of a second or foreign language since the middle of the ‘70s. It means that becoming a strategic learner implies the act of possessing metacognitive awareness of their own learning and thinking approach, a good understanding of what the task or learning activity is about, and the ability to bring about the strategies that best fit the task and their learning strengths and styles. On the other hand, Web based technologies and multimedia learning materials offer an extensive range of possibilities to develop a well-structured e-learning environment in class that is flexible, interactive, efficient, affordable, and student-centered. Mixing both elements, strategic based instruction with technologies, provides a peerless opportunity to facilitate a better acquisition of the language in the classroom. However, it has been noted a lack of research on this matter in a context of public universities in Mexico, so it is the purpose of this mixed-method study to determine the level of reading comprehension for English as a Foreign Language (EFL) university students with a level of proficiency B1 according to the Common European Framework of Reference for Languages (CEFR) that can be achieved when instructed cognitive and metacognitive strategies in a learning environment mediated by technologies. This study took place in the Universidad Estatal de Sonora, México, where 150 students received 30 hours of instruction in LLS by 6 instructors in an environment enriched with technologies to enhance reading comprehension abilities. Accordingly, the research question was: Which factors facilitate or hinder metacognitive and cognitive learning in a technology enriched environment for EFL university students to achieve a B1 proficiency level according to CEFR in reading comprehension? Four instruments were used to gather data: a pre-test and post-test reading comprehension test, a self-reported questionnaire in the use of cognitive and metacognitive strategies, a semi-structured interview and document analysis. For data analysis, t-test paired samples and ANOVA were used for quantitative analysis meanwhile a phenomenological approach was conducted to analyze quantitative data. To validate the results triangulation data was carried out to compare information from the instruments employed. The main findings show a significant improvement in the use of metacognitive strategies rather than cognitive, which meant better overall results in reading comprehension scores. Consequently, it can be inferred the development of critical thinking enhanced by the use of LLS in a technology enriched environment.

Keywords:

Language learning strategies, technology, reading comprehension, cognitive strategies, metacognitive strategies.