An Investigation of Cognitive and Metacognitive Strategy Use in EFL Reading Comprehension Test Performance

• 발행기관: 한국영어어문교육학회
• 저자명: Kyounghwa Yong
• 간행물 정보: 『영어어문교육』영어어문교육 제15권 제3호, 249~282쪽, 전체 34쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.09.30

영문 초록

This study reports on the use of the trait and state cognitive/metacognitive strategy use and the difference of the trait/state strategy use according to students' proficiency level. First of all, for checking up the trait strategy use, 199 first-grade male students in a high school completed the questionnaire on strategies which they thought they used during a reading test. Secondly, to find out their state strategy use, students took a fifteen-item reading comprehension test, followed by filling out questionnaires on cognitive and matacognitive strategies used in the test. This study employed quantitative data analysis. The results suggested that (1) the cognitive and metacognitive strategy use in the trait and state conditions are used the most by the high proficiency group and they are correlated respectively; (2) these strategies are used with statistically significant difference according to students' proficiency level, especially to the lower level students. The highly successful group uses the cognitive and matacognitive strategy in the actual test situation more than the lower proficient group; there is no difference in trait and state strategy use.

키워드

the cognitive and matacognitive strategy use the trait and state strategy EFL reading comprehension test