IDEAS home Printed from https://ideas.repec.org/p/sek/iacpro/2703285.html
   My bibliography  Save this paper

Reciprocal Teaching, Metacognitive Awareness, and Academic Performance in Taiwanese Junior College Students

Author

Listed:
  • Yen-ju Hou

    (Shu Zen Junior College of Medicine and Management)

Abstract

This study was conducted to discover the effects of reciprocal teaching (RT) on metacognitive awareness and reading comprehension in junior college students. The Metacognitive Awareness Inventory (MAI) was used to identify metacognitive awareness, and the General English Proficiency Test (GEPT) was used to evaluate reading comprehension. Two reading courses with 77 students taught using RT were treated as the experimental group, and 30 students from a non-RT reading course constituted the control group. The results showed statistically significant differences in MAI scores (conditional knowledge and debugging strategy) and reading comprehension between the 2 groups. Although RT had a significant impact on only 2 out of 8 MAI scales, the experimental group had higher overall mean scores on the 8 MAI components than the control group. However, unlike RT, the MAI failed to have a statistically significant impact on enhancing students? reading scores. Thus, metacognitive awareness might affect text comprehension, but metacognitive awareness did not influence the levels of reading comprehension students achieved in this study.

Suggested Citation

  • Yen-ju Hou, 2015. "Reciprocal Teaching, Metacognitive Awareness, and Academic Performance in Taiwanese Junior College Students," Proceedings of International Academic Conferences 2703285, International Institute of Social and Economic Sciences.
    • Handle: RePEc:sek:iacpro:2703285
    as

    Download full text from publisher

    File URL: https://iises.net/proceedings/18th-international-academic-conference-london/table-of-content/detail?cid=27&iid=048&rid=3285
    File Function: First version, 2015
    Download Restriction: no
    ---><---

    Citations

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


    Cited by:

    1. Lian Yong Kung & Azlina Abdul Aziz, 2020. "An Action Research on Metacognitive Reading Strategies Instruction to Improve Reading Comprehension," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 9(2), pages 86-94, June.

    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:sek:iacpro:2703285. 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.

    We have no bibliographic references for this item. You can help adding them by using 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: Klara Cermakova (email available below). General contact details of provider: https://iises.net/ .

    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.