Metacognitive Strategy Instruction for Reading Comprehension Skills: An Investigation on an Advanced Level ESL Classroom of a Public School in Kegalle Education Zone

Abstract

Language learning strategy theory is developed with multitude of approaches employed by the researchers in the field of linguistics and cognitive science. The postulated theories on Strategy-Based Instructions (SBI) reflect that language learning strategies are teachable and learners can be benefited from coaching in learning strategies. In this study, the significance of the strategybased instruction was tested by implementing metacognitive strategy instructions to enhance reading comprehension skills in English as a Second Language (ESL) classroom. The study aims at examine the validity of the claim; the language proficiency level of the ESL students can be enhanced by implementing strategy-based language teaching approaches in ESL context. Moreover, the primary objective of the study determines how effective and explicit instruction in metacognitive strategies assist students to enhance their reading comprehension skills in secondary level education. A sample of grade 13 students in St. Joseph Balika Vidyala, Kegalle has been investigated by assigned them into an experimental group and a control group. Chamot & O'Malley’s (1994) Cognitive Academic Language Learning Approach (CALLA) is chosen to apply in the metacognitive strategy training. The metacognitive strategy instructions were implemented for the experimental group with the intention of developing their reading comprehension skills. Yet, this approach is not used for the control group. In order to identify the validity and the reliability of teaching metacognitive strategies a pretest and a post-test which comprise reading comprehension test items were administered. A quantitative data analysis approach was implemented where the analysis of the pre and post test scores of the experimental group depicted a statistically significant progress. Thus, the study elucidates that the strategy-based language teaching should be incorporated into the methodology followed in language classes, particularly in EFL context.