IDEAS home Printed from https://ideas.repec.org/a/ibn/eltjnl/v12y2019i6p94.html
   My bibliography  Save this article

A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

Author

Listed:
  • Aziza M. Ali
  • Abu Bakar Razali

Abstract

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

Suggested Citation

  • Aziza M. Ali & Abu Bakar Razali, 2019. "A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners," English Language Teaching, Canadian Center of Science and Education, vol. 12(6), pages 1-94, June.
    • Handle: RePEc:ibn:eltjnl:v:12:y:2019:i:6:p:94
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/elt/article/download/0/0/39452/40311
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/elt/article/view/0/39452
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Ali Ibrahim Mohammad Migdadi & Abdallah Baniabdelrahman, 2016. "The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes Towards This Strategy," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 3(2), pages 38-50.
    2. Ali Ibrahim Mohammad Migdadi & Abdallah Baniabdelrahman, 2016. "The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes Towards This Strategy," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 3(2), pages 38-50.
    3. Siao-cing Guo, 2013. "Using Reading Inventory as a Learning Tool," English Language Teaching, Canadian Center of Science and Education, vol. 6(1), pages 122-122, January.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Bushra Ahmed Khurram, 2023. "The Impact of Metacognitive Instruction on ESL University Level Students’ Awareness and Use of the Reading Strategies," SAGE Open, , vol. 13(2), pages 21582440231, June.
    2. Jingjing Qin & Timothy Groombridge, 2023. "Deconstructing Summary Writing: Further Exploration of L2 Reading and Writing," SAGE Open, , vol. 13(4), pages 21582440231, October.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.

      More about this item

      JEL classification:

      • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
      • Z0 - Other Special Topics - - General

      Statistics

      Access and download statistics

      Corrections

      All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:eltjnl:v:12:y:2019:i:6:p:94. See general information about how to correct material in RePEc.

      If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

      If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

      If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

      For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

      Please note that corrections may take a couple of weeks to filter through the various RePEc services.

      IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.