The Effects of Metacognitive Strategy on Teaching English Reading Comprehension to Bhutanese Students
Abstract
This research examined the effect of metacognitive strategy instructions on Bhutanese ESL learners' reading comprehension and their opinion on metacognitive strategy instructions. The research samples consisted of 81 of the 11 grade students studying in a public higher secondary school in Thimphu, Bhutan. The research samples were divided into two groups: control and experimental groups. While the control group (43 students) was taught in the traditional way, the experimental group (38 students) received metacognitive strategy instruction on reading comprehension. The language program intervention in which metacognitive strategy was used consisted of 12 sessions. The research data were collected by pre-test, post-test and a semi-structured interview. ANCOVA was used for analyzing the pre-test and post-tests scores. The research findings revealed that the metacognitive strategy is effective in improving the students' reading comprehension as the experimental group's scores were significantly higher than the scores of control group. Additionally, based on the interview, the student had positive attitude towards the metacognitive strategy instructions. Based on these findings metacognitive strategy should therefore be used in developing Bhutanese ESL learners' reading skill.
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