Incorporate explicit direct instruction of metacognitive reading strategies into the reading curriculum¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that direct instruction of metacognitive strategies be built into EFL reading lessons: it "should be explicit and relevant with reading tasks and should be prescribed in textbooks which are currently used in secondary schools". Teachers should raise less successful learners' awareness that metacognition can increase academic success and help them construct explicit knowledge of when and where to use appropriate strategies, enabling planning, monitoring, and evaluation of reading.

Design Implications¶

Context¶

Requirements¶

• Instruction should be explicit and relevant to reading tasks, and embedded in the textbooks currently used in secondary schools

Constraints¶

• The recommendation arises from a small case study in one rural Vietnamese upper secondary school

Target Learners¶

• grade-11 EFL learners in Vietnamese upper secondary schools

Target Learning Goals¶

• English reading comprehension through metacognitive strategy use

Related Strategies¶

• Teach less-proficient EFL learners metacognitive strategies, effort regulation, and help-seeking, supported by goal-setting training
• Teachers should act as interfaces between textbooks and learners, adapting strategies to individual learner variables

Examples¶

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Key Sources¶

• 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