Upper-intermediate EFL learners trained with metacognitive strategies achieved the highest reading scores among the three strategy groups¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q2 i? The metacognitive group's mean reading score (39) exceeded the social/affective group's (30.26) and the cognitive group's (24.76). → Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015 q2 i? The social/affective group's mean reading score was 30.26 (SD 8.38). → Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015 (2) q2 i? The cognitive group's mean reading score was 24.76 (SD 14.42). → Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015 (3)

Evidence¶

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015¶

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh. (2015). A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning strategies and their relationships with EFL Learners' Reading Comprehension Promotion. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.6n.3p.166

q2 · i? · causal · r1

Descriptive statistics from the quasi-experiment's metacognitive group (N=30 per group). The article reports the metacognitive group's reading mean of 39 with "the standard deviation of 10.82"; no effect size for the between-group contrast is printed.

"Based on the information in table 13 learners' reading scores mean in metacognitive group are 39 with the standard deviation of 10.82 and skewness of -1.16."

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015 (2)¶

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh. (2015). A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning strategies and their relationships with EFL Learners' Reading Comprehension Promotion. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.6n.3p.166

q2 · i? · causal · r1

Descriptive statistics for the social/affective strategy group in the same quasi-experiment, reported in the results section with a mean of 30.26 and "the standard deviation of 8.38".

"Reading mean score of learners in social-affective group is 30.26 with the standard deviation of 8.38 and skewness of 0.74, in which the minimum score is 13 and maximum score is 50."

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015 (3)¶

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh. (2015). A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning strategies and their relationships with EFL Learners' Reading Comprehension Promotion. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.6n.3p.166

q2 · i? · causal · r1

Descriptive statistics for the cognitive strategy group in the same quasi-experiment, reported in the results section with a mean of 24.76 and "the standard deviation of 14.42".

"According to table 5 reading scores' mean in cognitive group is 24.76 with the standard deviation of 14.42 and skewness of .686"

Discussion¶

Related Claims¶

• Strategy-use scores showed no significant correlation with reading scores in the cognitive and social/affective groups — related
• PBL improves EFL reading proficiency and metacognitive reading strategies, though some studies lack control groups — related