Metacognitive Strategies and Reading Proficiency: The Case of 5-Year College Students in Taiwan

後設認知策略和閱讀能力：以臺灣的五專生為實例

呂仕華(Shih-Hua Lu) ； 黃文忠(Wen-Chung Huang)

《建國科大社會人文期刊》 31卷2期 (2012/07) Pp. 1-20

https://doi.org/10.6995/JLASSCTU.201207.0001

摘要

在ESL/EFL學生的學習中，英文的閱讀理解能力扮演了很重要的角色。始於1970年代末期，後設認知的理論得到很多教育心理學家和閱讀研究者的迴響。同時，英文教科書被廣泛地使用在課堂上，來促進學生的學習。因此，本研究旨在檢驗當學生使用英文教科書時，學生運用閱讀策略和後設認知的狀況。此外，本研究也探討閱讀策略和讀者特質的關係。研究對象為92位五專學生。下列三種工具被用來收集研究資料：（1）後設認知意識量表，（2）背景資料問卷，（3）全民英檢中級閱讀測驗。主要的發現如下：首先，所有的後設認知閱讀策略是中性的。其次，問卷調查顯示解決問題策略最常被使用，總體策略和支持策略分居第二和第三位。第三，學生的閱讀熟練能力和後設認知閱讀策略是高度相關的。第四，女性比男性使用較多的後設認知策略。第五，有補習經驗的學生使用的策略平均值較高。第六，後設認知閱讀策略和英文證照的多寡有高度關聯。

關鍵字

閱讀理解 ； 後設認知閱讀策略 ； 以英文為外語的學生 ； 學術性文章

並列摘要

English reading comprehension ability occupies a rather significant role in ESL/EFL learning. Since the late 1970s, the theory of metacognition has received a great deal of attention from educational psychologists and reading researchers. Meanwhile, textbooks are extensively used in class as teaching aids to promote student learning. This study aimed to examine EFL students' metacognitive awareness and perceived use of reading strategies when they are reading English textbooks. This study also explored the relationship between the use of reading strategies and personal characteristics. Ninety- two 5-year college students participated in this study. Three instruments were used to collect data: (1) the Metacognitive Awareness of Reading Strategies Inventory (MARSI), (2) Background Information Questionnaire, and (3) the reading test of GEPT intermediate level. The major findings are as follows. First, there is a moderate awareness of all the strategies. Second, the students reported using Problem Solving Strategies most frequently, followed by Global and Support Reading Strategies. Third, the students' reading proficiency was highly related to their reported metacognitive awareness of reading strategies. Fourth, the results indicate that female subjects employ reading strategies more often than male subjects in all of the strategy use. Fifth, student s with cram school experiences used strategies more often, with a little bit higher mean score than that for students without cram school experiences. Sixth, the metacognitive reading strategy use was highly related to the number of certificates the subjects owned.

並列關鍵字

reading comprehension ； metacognitive reading strategies ； EFL readers ； academic texts