About this paper

Appears in:
Pages: 1526-1534
Publication year: 2009
ISBN: 978-84-612-9801-3
ISSN: 2340-1117

Conference name: 1st International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2009
Location: Barcelona ,Spain

THE EFFECT OF COGNITIVE AND METACOGNITIVE READING STRATEGIES ON ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS

A. Zare-ee

University of Kashan (IRAN)
The purpose of the present study was to explore the use of cognitive and meta-cognitive reading strategies in relation to the test performance among a randomly selected sample of Iranian university learners of English. The study was based on the assumption that differences in test-takers’ performance on achievement tests can be attributed to their cognitive and meta-cognitive characteristics. The study used an institutional reading comprehension test, a Cognitive/meta-cognitive reading strategy questionnaire, and retrospective interviews with selected participants to investigate the possible effects of cognition and meta-cognition on academic achievement test performance. First of all, the results showed that learners use meta-cognitive strategies more frequently than cognitive ones. The findings also indicated that the use of these strategies can account for at least some of the variation on language test performance across different achievement groups. Quantitative data analyses showed that the correlation between levels of success and use of meta-cognitive strategies was significant and that gender did not have a determining role in the use of cognitive or meta-cognitive strategies. Possible implications of the findings of the study for teachers’ teaching strategies, for testers’ testing strategies, and for learners’ meta-cognitive awareness of learning processes are discussed.
@InProceedings{ZAREEE2009THE1,
author = {Zare-ee, A.},
title = {THE EFFECT OF COGNITIVE AND METACOGNITIVE READING STRATEGIES ON ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS},
series = {1st International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN09 Proceedings},
isbn = {978-84-612-9801-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona ,Spain},
month = {6-8 July, 2009},
year = {2009},
pages = {1526-1534}}
TY - CONF
AU - A. Zare-ee
TI - THE EFFECT OF COGNITIVE AND METACOGNITIVE READING STRATEGIES ON ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS
SN - 978-84-612-9801-3/2340-1117
PY - 2009
Y1 - 6-8 July, 2009
CI - Barcelona ,Spain
JO - 1st International Conference on Education and New Learning Technologies
JA - EDULEARN09 Proceedings
SP - 1526
EP - 1534
ER -
A. Zare-ee (2009) THE EFFECT OF COGNITIVE AND METACOGNITIVE READING STRATEGIES ON ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS, EDULEARN09 Proceedings, pp. 1526-1534.
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