Enhancing English Reading Comprehension of Underachievers by Fostering Metacognitive Strategies: A Case Study in Saudi Arabia (73378)

Session Information: Curriculum Design & Development
Session Chair: Eva Gorgievska

Saturday, 23 September 2023 11:00
Session: Session 2
Room: Room D (Live Stream)
Presentation Type:Live-Stream Presentation

All presentation times are UTC + 2 (Europe/Madrid)

This case study investigates the effectiveness of implementing metacognitive reading strategies in English lessons to enhance the reading comprehension of underachieving second language learners (ESL) in an Arab context, addressing a gap in the existing research. The study confronts two challenges: the difficulties faced by underperforming students in developing metacognitive skills (Manula & Wirza, 2020) and the substantial constraints present in classrooms in Arab countries (AlKhateeb, 2016).
Following a training session on a specifically designed lesson, three teachers applied it in three sixth-grade classrooms of a girls’ school in Saudi Arabia. Three other classrooms utilizing the standard curriculum and taught by various teachers formed comprised the control group.
Data were collected from 54 of the 154 students using pre- and post-reading comprehension tests, interviews, and classroom observations. A mixed –methods analysis involved comparing test scores and metacognitive strategies used during interviews and lessons. For the qualitative analysis, a 5-point scale coding framework evaluated the effectiveness of eight metacognitive strategies with two coders, reaching an agreement rate of 80-90%.
The results demonstrated that the implemented lesson significantly improved the metacognitive skills of underperforming students, enhancing their reading comprehension. Specifically, the underachievers, in the experimental group, exhibited notable improvement in reading test scores compared to the control group. Furthermore, the gap identified in the pre- interviews between low and high performers regarding the utilization of four metacognitive strategies was eliminated in post- interviews.

Authors:
Loussine Momdjian, TIS Schools, Saudi Arabia


About the Presenter(s)
Ms. Loussine Momdjian teaches English in Saudi Arabia and has two master's degrees, one in TEFL and the other in special education. Ms. Momdjian now enrols in workshops and is pursuing an ED.D. at Saint Joseph University.

Connect on Linkedin
https://www.linkedin.com/in/lucy-momdjian-a889ba153

Connect on ResearchGate
https://www.researchgate.net/profile/Loussine-Momdjian

See this presentation on the full scheduleSaturday Schedule



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Presentation

Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00