Metacognitive strategies in English reading skill development

Abstract

The main goal of this investigation was to analyze the effect of metacognitive strategies to improve the reading skill in English. The methodology used was quasi-experimental, with a pretest-posttest design, with control group and experimental group. Data were collected through a questionnaire and a pretest and posttest. The sample consisted of 54 students, the 27 students of Class A and the 27 students of Class B. The Class A was designed as the control group and did not receive any treatment while The Class B was designed as the experimental group and received the treatment with metacognitive strategies. The pedagogical intervention consisted in the implementation of 6 metacognitive strategies supported in three processes: before, during and after the reading. According to the chi-square value obtained from the data, it was observed that, for a confidence level of 0.99, the value of the experimental group was higher than that of the control group, therefore the use of metacognitive strategies enhances the development of the reading skill in Ninth year graders at Unidad Educativa “Julio Enrique Fernández” in Ambato-Ecuador. The proposal was implemented during 6 weeks. A different strategy was applied once a week with the support of the classroom teacher.