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Effects of MST (Metacognitive Strategy Training) on Academic Reading Comprehension of Chinese EFL Students



Author(s)

ZHANG Lian, Sirinthorn Seepho

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DOI:10.17265/1539-8080/2012.02.004

Suranaree University of Technology, Nakhon Ratchasima, Thailand

Metacognitive strategies are important for successful second/foreign language readers. The aim of the study was to explore the effects of MST (metacognitive strategy training) on academic reading comprehension of Chinese university EFL (English as a foreign language) students. Data gathered from the reading comprehension test, questionnaire, students’ journal, and semi-structured interview were either quantitatively or qualitatively analyzed. It was found that the MST has positive effects on the reading comprehension in several ways and the students generally held positive attitudes towards MST incorporated into the regular EFL reading curriculum.

MST (metacognitive strategy training), academic reading comprehension, Chinese university students