Metacognitive strategy use correlates positively with EFL reading comprehension achievement (r = .54)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Pearson correlation between metacognitive strategy use and reading achievement was positive and statistically significant (r = .54, p = .00), though the authors note it was not very strong. → Thao M. T. Nguyen and Lap Q. Trinh 2011

Evidence¶

Thao M. T. Nguyen and Lap Q. Trinh 2011¶

Thao M. T. Nguyen and Lap Q. Trinh. (2011). Learners' Metacognitive Strategy Use and Reading Comprehension: Insights from a Vietnamese Context. i-manager's Journal of English Language Teaching, Vol. 1 No. 1, January - March 2011. https://eric.ed.gov/?id=EJ1071083 doi:10.26634/jelt.1.1.1348

q2 · i3 · associational · r2

Correlation test on questionnaire and reading-test data from the same 76 participants; the printed "r = .54" indicates a moderate positive relationship between strategy use and reading comprehension achievement.

"The statistic test was performed at the level of .01 and the Pearson r value is 0.54, which denotes a positive relationship between metacognitive strategy use and reading achievement (n= 76, r = .54, p = 0.00)."

Discussion¶

Learner Variables¶

• Self-Regulation — predictor: learners who differ on it differ in outcomes
• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Self Regulated Learning Predicts Achievement — the general claim this finding bears on, with the studies behind it

• Metacognitive Strategies Improve Learning — the general claim this finding bears on, with the studies behind it

• Vietnamese EFL grade-11 learners report above-average overall metacognitive strategy use in reading — related
• High-proficiency EFL learners use more metacognitive strategies, effort regulation, and coping with problems than low-proficiency learners — related
• Teacher modeling with worked examples helped EFL students internalize reading comprehension strategies — related
• All metacognitive strategy factors and critical thinking subfactors were significantly and positively correlated with each other and with academic writing — related
• Metacognitive strategies, effort regulation, and coping with problems significantly predict Japanese EFL learners' proficiency — related
• Metacognitive strategy use correlates with comprehension non-monotonically across grades, which the model attributes to unconscious self-regulation in experienced learners — related