English  |  正體中文  |  简体中文  |  Items with full text/Total items : 6491/11663
Visitors : 24522168      Online Users : 58
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/11260

Title: Effects of Metacognitive Strategy Instruction on EST Reading Comprehension
Authors: 廖明珠;蔣筱珍
Contributors: 英語學系
Keywords: Metacognitive strategy instruction;ESP;EST;Reading comprehension
Date: 2008-01
Issue Date: 2012-06-05T09:21:41Z
Publisher: 彰化師範大學
Abstract: With the burgeoning attention committed to research on the various branches of English for Specific Purposes (ESP), English for Science and Technology (EST) courses have become popular for engineering students in universities all over Taiwan. This empirical study aims to examine the effects of metacognitive strategy instruction on EST reading comprehension. Based upon the results of a reading proficiency test, the experimental group received reading instruction with metacognitive strategy training, while the control group received standard reading instruction without any intervention. The results indicated that metacognitive strategy instruction was significantly more effective in facilitating learners' EST reading comprehension than standard reading instruction. Subsequent open-ended questionnaire administered to the experimental group showed positive perceptions of the training effectiveness. The responses revealed divergent perspectives with respect to the three metacognitive strategies. Finally, the pedagogical implications of the results and suggestions for further research will be provided.
Relation: SPECTRUM : NCUE Studies in Language, Literature, Translation, 2: 201-215
Appears in Collections:[英語學系] 期刊論文

Files in This Item:

File SizeFormat
2040200310003.pdf843KbAdobe PDF1233View/Open

All items in NCUEIR are protected by copyright, with all rights reserved.


DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback