Successful readers out-use less successful readers on global and support strategies but not problem-solving strategies¶

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

Subclaims¶

q2 i? Successful and less successful groups differed significantly in global strategy use (t= 4.45, df= 74, p= .00) and support strategy use (t= 3.20, df= 74, p= .00), but not in problem-solving strategy use (t= 1.81, df= 74, p= .07). → 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 · i? · associational · r2

Independent-samples t-tests comparing 18 successful and 58 less successful participants on three MARSI strategy categories; only test statistics are printed, with no effect sizes reported.

"a difference between two groups of participants was statistically significant in their use of global and supporting strategies (t= 4.45, df= 74, p= .00 and t= 3.20, df= 74, p= .00, respectively). In contrast, there was not a significant difference between the groups in terms of problem-solving strategy use (t= 1.81, df= 74, p= .07)"

Discussion¶

Learner Variables¶

• Self-Regulation — 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
• High-proficiency EFL learners use more metacognitive strategies, effort regulation, and coping with problems than low-proficiency learners — related