barjesteh, H., Jafari, F. (2016). The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners. International Journal of Foreign Language Teaching and Research, 4(16), 99-111.
Hamed barjesteh; Freshteh Jafari. "The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners". International Journal of Foreign Language Teaching and Research, 4, 16, 2016, 99-111.
barjesteh, H., Jafari, F. (2016). 'The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners', International Journal of Foreign Language Teaching and Research, 4(16), pp. 99-111.
barjesteh, H., Jafari, F. The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners. International Journal of Foreign Language Teaching and Research, 2016; 4(16): 99-111.
The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners
Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
Receive Date: 17 July 2016,
Revise Date: 19 September 2016,
Accept Date: 11 November 2016
Abstract
The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the intervention. The participants were 60 intermediate EFL learners in two groups. The experimental group (n = 30) went through an intervention program in which the learners were taught metacognitive strategy instruction through dialogic interaction for ten sessions. The control group (n=30) went through a conventional reading instruction program and covered the same materials without receiving metacognitive instruction. The results revealed that metacognitive strategy instruction through dialogic interaction helped learners develop their reading ability and raise their metacognitive awareness.
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