Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning.

ABSTRACT: Recent research has highlighted the value of providing metacognitive guidance for learning English in a small group setting. This study investigated the effects that the presence or absence of metacognitive prompts for group or individual learning could have on reading comprehension and the incidental learning of vocabulary through reading. A total of 171 university students were randomly assigned to four treatment conditions: collaborative learning with metacognitive prompts, collaborative learning without metacognitive prompts, individual learning with metacognitive prompts, and individual learning without metacognitive prompts. Results indicated that after the treatment, learners in the collaborative learning with metacognitive prompts group outperformed the other groups on both reading

SUBMITTER: Teng F 

PROVIDER: S-EPMC6530832 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature