THE ROLE OF INTEGRATED IMPLICIT AND EXPLICIT (META) COGNITIVE READING STRATEGIES TRAINING IN REVAMPING ENGLISH (L3) READING COMPREHENSION GAINS AMONG MOROCCAN EFL HIGH SCHOOL STUDENTS: A QUASI-EXPERIMENTAL STUDY

Mohammed Msaddek

Abstract


This study, conducted for a three-month period (from October through December) in 2017, aims at putting to the test the impact of integrated implicit and explicit (meta) cognitive reading strategy instruction (IECMRSI) on Moroccan EFL high school learners’ reading achievement gains. To fulfill this stated objective, 76 high school-level students (Control Group: N=39; Treatment Group: N= 37) participated in this quasi-experimental study. The data were garnered by means of expository reading tests (the pre-test & the post-test), expository reading comprehension texts, and implicit/ explicit (meta) cognitive reading strategy training. The research outcomes attest to the robust potential held by the combined implicit and explicit reading strategy instruction in revamping the experimental groups’ reading scores across the pre- and post-tests. As for the control group, it did not manifest any tangible progress regarding the reading achievement scores. Accordingly, some actionable recommendations and insightful implications associated with the teachability of English (L3) reading comprehension at the high school level are tacitly spotlighted.

 

Article visualizations:

Hit counter


Keywords


explicit/ implicit strategy instruction, metacognition, cognitive reading strategies, metacognitive reading strategies, reading achievement

Full Text:

PDF

References


Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40(6), 1063-1081. https://doi:10.1007/s11251-011-9202-5

Ajideh, P., Zohrabi, M., & Pouralvar, K. (2018). The effect of explicit instruction of metacognitive reading strategies on ESP reading comprehension in academic settings. International Journal of Applied Linguistics and English Literature (IJALEL), 7 (4), 77-86. http://doi.org/10.7575/AIAC.IJALEL.V.7N.4P.77

Anderson, N. J. (2002). The Role of Metacognition in Second/Foreign Language Teaching and Learning. ERIC Digest. Washington DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from https://www.govinfo.gov/content/pkg/ERIC-ED463659/pdf/ERIC-ED463659.pdf

Baker, L., & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding Reading Comprehension (pp. 21-44). Newark, DE: International Reading Association. https://doi.org/10.1177/003368828401500213

Block, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26 (2), 319-343. https://doi.org/10.2307/3587008

Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English l2. Reading and Writing: An Interdisciplinary Journal, 32(9), 2281–2310. https://doi.org/10.1007/s11145-019-09951-w

Brown, A. L. (1980). Metacognitive development and reading. In R.J. Spiro, B. Bruce & W.F. Brewer (Eds.), Theoretical Issues in Reading Comprehension (pp.453-479). Hillsdale, N.J.: Lawrence Erlbaum Associates. Retrieved from https://files.eric.ed.gov/fulltext/ED195932.pdf

Brown, A. L. (1981). Metacognition: The development of selective attention strategies for learning from texts. In M. L. Kamil (Ed.), Directions in Reading: Research and Instruction (pp. 501-529). Washington, D.C.: National Reading Conference. Retrieved from https://www.jstor.org/stable/1128747

Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The role of metacognition in reading and studying. In J. Orasanu (Ed.), Reading Comprehension: From Research to Practice (pp. 49-75). Hillsdale, NJ: Erlbaum. Retrieved from https://eric.ed.gov/?id=ED269750

Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University Press. Retrieved from https://carrerainglesuce.wordpress.com/wp-content/uploads/2019/05/discourse_analysis_by_gillian_brown_geor.pdf

Carnine, D. W., Silbert, J., Kame’enui, E. J., & Tarver, S. G. (2004). Direct Instruction in Reading (4th ed.). Upper Saddle River, New Jersey: Pearson-Prentice Hall. Retrieved from https://arthurreadingworkshop.com/wp-content/uploads/2018/04/DIReading.pdf

Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. New York: Longman. Retrieved from https://doi.org/10.4324/9781315833200

Derry, S. J., & Murphy, D. A. (1986). Designing systems that train learning ability: From theory to practice. Review of Educational Research, 56, 1-39. https://doi.org/10.3102/00346543056001001

Dewitz, P., Jones, J., & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44(2), 102–126. https://doi.org/10.1598/RRQ.44.2.1

Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning: Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09534-0

Duke, N. K., Pearson, P.D., Strachan, S.L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S.J. Samuels and A.E. Farstrup (Eds.), What Research Has to Say about Reading Instruction (4th ed., pp.51-93). Newark, DE: The International Reading Association. Retrieved from https://www.readinghalloffame.org/sites/default/files/03-duke-pearson-strachan-billman.2011_rev_copy.pdf

Eskey, D. (1988). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. Carrell, J. Devine, & D. Eskey, (Eds.), Interactive Approaches to Second Language Reading (pp. 93-100). Cambridge: Cambridge University Press. Retrieved from https://www.cambridge.org/core/books/abs/interactive-approaches-to-second-language-reading/holding-in-the-bottom-an-interactive-approach-to-the-language-problems-of-second-language-readers/F008083D845AFE4901114C7F84595D3C

Flavell, J. H. (1971). First discussant’s comments: What is memory development the development of? Human Development, 14(4), 272-278. https://doi.org/10.1159/000271221

Flavell, J. H. (1981). Cognitive Monitoring. In W. P. Dickson (Ed.), Children’s Oral Communication Skills. New York: Academic Press. Retrieved from https://jgregorymcverry.com/readings/flavell1979MetacognitionAndCogntiveMonitoring.pdf

Garner, R. (1987). Metacognition and Reading Comprehension. Norwood, New Jersey: Ablex. Retrieved from https://psycnet.apa.org/record/1987-97150-000

Gough, P. B. (1976). One second of reading. In H. Singer and R.P. Ruddell (Eds.), Theoretical Models and Processes of Reading (2nd ed., pp. 509-535). Newark, DE: International Reading Association. Retrieved from https://journals.uc.edu/index.php/vl/article/view/5129

Grabe, W. (1991). Current developments in second language research. TESOL Quarterly, 25 (3), 375-406. https://doi.org/10.2307/3586977

Grabe, W., & Stoller, F. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Methods in Teaching English as a Second or Foreign Language (pp. 187-204). Boston: Heinle & Heinle.

Guo, Y., Roehrig, A. D., & Williams, R. S. (2011). The relation of morphological awareness and syntactic awareness to adults’ reading comprehension: Is vocabulary knowledge a mediating variable? Journal of Literacy Research, 43(2), 159–183.http://dx.doi.org/10.1177/1086296X11403086

Hezam, T., Ali, J., Imtiaz, S., Saifi, M., & Islam, M. (2022). Challenges and problems of reading comprehension experienced by EFL Learners. Journal of English Studies in Arabia Felix, 1(2), 11-21. https://doi.org/10.56540/jesaf.v1i2.28

Iwai, Y. (2016). The effect of explicit instruction on strategic reading in a literacy methods course. International Journal of Teaching and Learning in Higher Education, 28(1), 110-118. Retrieved from https://files.eric.ed.gov/fulltext/EJ1106323.pdf

Jones, B. F., Palinscar, A. S., Ogle D. S., & Carr, E. G. (1987). Strategic Teaching and Learning: Cognitive Instruction in the Content Areas. Alexandra: Association for Supervision and Curriculum Development. Retrieved from https://eric.ed.gov/?id=ED286858

Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research and Practice, 29 (1), 10–16. https://doi.org/10.1111/ldrp.12025

Kern, R. G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. The Modern Language Journal, 73(ii), 135-149. https://doi.org/10.1111/j.1540- 4781.1989.tb02535.x

Kim, M. (2022). Exploring literal and inferential reading comprehension among L2 adolescent learners: The roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge. Reading and Writing, 36 (2), 1-26. https://doi.org/10.1007/s11145-022-10320-3

Kothari, C. R. (2004). Research Methodology: Methods and Techniques (2nd Revised Edition). New Delhi: New Age International. Retrieved from https://www.davcollegekanpur.ac.in/assets/ebooks/Geography/Research%20Methodology,%20Kothari.pdf

LaBerge, D., & Samuels, S. J. (1985). Toward a theory of automatic information processing in reading. In H. Singer, & R. B. Ruddell (Eds.), Theoretical Models and Processes of Reading (3rd ed., pp.689-718). Newark, Delaware: International Reading Association. https://doi.org/10.1016/0010-0285(74)90015-2

Lawrence, L. J. (2007). Cognitive and metacognitive reading strategies revisited: Implications for instruction. The Reading Matrix, 7(3), 55-71. Retrieved from https://eric.ed.gov/?id=EJ1066590

Mehrpour, M., Zamaniyan, M., Sadighi, F., & Hadipourfard, E. (2022). The use of explicit and implicit instructions in teaching reading strategies and their impacts on Iranian EFL learners’ reading comprehension. Journal of Positive School Psychology, 6(5), 1851-1864. Retrieved from https://journalppw.com/index.php/jpsp/article/view/6177

Menary, R. (2007). Cognitive Integration: Mind and Cognition Unbounded. Hampshire: Palgrave Macmillan Ltd. Retrieved from https://link.springer.com/book/10.1057/9780230592889

Msaddek, M. (2013). The role of metacognitive thinking in text processing. In A. Zaki, M. Najbi, & A. Chaibi (Eds.), Critical Thinking Skills in English Language Education: Proceedings of the 32nd Moroccan Association of Teachers of English Annual Conference Oujda, April 9 through 12, 2012 (pp. 41-46). Oujda: Publication of the Moroccan Association of Teachers of English (MATE). Printed by Safahate Design, Béni Mellal. Dépôt légal: 2013 M0 0221. ISBN: 978-9981-9537-3-4. Retrieved from https://www.researchgate.net/publication/380424970_The_Role_of_Metacognitive_Thinking_in_Text_Processing_Proceedings_of_the_Moroccan_Association_of_Teachers_of_English_Critical_Thinking_Skills_in_English_Language_Education_Mate_32nd_Annual_Conference_

Msaddek, M. (2016a). The effect of metacognitive strategy instruction on Moroccan EFL learners’ strategy use and reading achievement. Arab World English Journal (AWEJ), 7(3), 271-285. https://dx.doi.org/10.24093/awej/vol7no3.21

Msaddek, M. (2016b). The impact of metacognitive strategy training on comprehension monitoring among Moroccan EFL university learners. Arab World English Journal (AWEJ), 7(4), 139-154. https://doi.org/10.24093/awej/vol7no4

Msaddek, M. (2023). The learnability of cognitive and metacognitive reading strategies in Moroccan higher education: A quasi-experimental study. Journal of Education and Training (JET), 10 (2), 65-90, Macrothink Institute (MI). https://doi.org/10.5296/jet.v10i2.21164

Msaddek, M. (2024). Unveiling the causal link between monitoring strategies, instruction and EFL reading comprehension outcomes among Moroccan English Department university students: A metacognitive perspective. European Journal of Literature, Language, and Linguistics Studies (EJLLLS), 8(2), 22-44. http://dx.doi.org/10.46827/ejlll.v8i2.545

Msaddek, M. (2025). Embedding Cognitive and Metacognitive Reading Strategies Instruction in Tertiary Education. Newcastle upon Tyne: Cambridge Scholars Publishing. Retrieved from https://cambridgescholars.com/product/978-1-0364-5781-5/

Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Heinemann. Retrieved from https://archive.org/details/teachingreadings0000nutt_z9a3

O'Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524490

Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension: An integrative view of reading. Current Directions in Psychological Science, 14 (5), 276- 279. Retrieved from https://doi.org/10.1111/j.0963-7214.2005.00380.x?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

Reid, R., & Lienemann, T. O. (2006). Strategy Instruction for Students with Learning Disabilities. New York & London: The Guilford Press. Retrieved from https://www.guilford.com/excerpts/reid.pdf?t=1

Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and Performance (pp. 573-603). New York: Academic Press. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781003309734-31/toward-interactive-model-reading-david-rumelhart

Samuels, S. J. & Kamil, M. L. (1988). Models of the Reading Process. In P.L. Carrell, , J. Devine, & D.E. Eskey (Eds). Interactive Approaches to Second Language Reading. (pp. 22-36). Cambridge: Cambridge University Press.

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7 (4), 351-371. https://doi.org/10.1007/BF02212307

Schwartz, S. (1984). Measuring Reading Competence: A Theoretical- prescriptive Approach. New York & London: Plenum Press. Retrieved from https://link.springer.com/book/10.1007/978-1-4899-0387-7

Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition. Consciousness and Cognition, 9 (2), 313-323. https://doi.org/10.1006/ccog.2000.0450

Smith, F. (1982). Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read (3rd edition). New York: CBS College Publishing. Retrieved from https://www.routledge.com/Understanding-Reading-A-Psycholinguistic-Analysis-of-Reading-and-Learning-to-Read-Sixth Edition/Smith/p/book/9780415808293

Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading theory. Reading Research Quarterly, 16, 32-71. https://doi.org/10.2307/747348

Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 12, 272-300. Retrieved from https://www.researchgate.net/publication/288619858_The_effect_of_metacognitive_strategy_instruction_on_EFL_learners'_reading_comprehension_performance_and_metacognitive_awareness

Tiruneh, D.T. (2014). The Effect of Explicit Reading Strategy Instruction on Reading Comprehension of Upper Primary Grade Students. International Journal of Education, 6, 81-100. https://doi.org/10.5296/ije.v6i3.5989

Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6(7), 767-773. https://doi.org/10.1038/nn1065

Üstündağ-Algın, P. (2025). Explicit instruction of reading Comprehension strategies using short stories with EFL students. MEXTESOL Journal, 49(4), 1-13. Retrieved from https://www.mextesol.net/journal/index.php?page=journal&id_article=440381

Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1 (1), 3–14. https://doi.org/10.1007/s11409-006-6893-0

Wang, J., Spencer, K., & Xing, M. (2009). Metacognitive Beliefs and Strategies in Learning Chinese as a Foreign Language. System, 37, 46-56. https://doi.org/10.1016/j.system.2008.05.001

Wood, G. (1983). Cognitive Psychology: A Skills Approach. California: Cole Publishing Company. Retrieved from https://primo.rowan.edu/discovery/fulldisplay?docid=alma991943693405201&context=L&vid=01ROWU_INST:ROWAN〈=en&adaptor=Local%20Search%20Engine&tab=Everything&query=sub,exact,%20Psychological%20theories%20,AND&mode=advanced&offset=0

Wu, L., Valcke, M., & Van Keer, H. (2021). Supporting struggling readers at secondary school: An intervention of reading strategy instruction. Reading and Writing, 34(8), pp. 2175-2201. https://doi.org/1007/s11145-021-10144-7

Yeasmin, S., & Rahman, K. F. (2014). Triangulation research method as the tool of social science research. BUP Journal, 1, 154-163. Retrieved from https://www.researchgate.net/publication/331645590_'Triangulation'_Research_Method_as_the_Tool_of_Social_Science_Research

Zhang, L. J. (2002). Exploring EFL reading as a metacognitive experience: Reader awareness and reading performance. Asian Journal of English Language Teaching, 12, 69-94. Retrieved from https://www.researchgate.net/publication/269710442_Exploring_EFL_reading_as_a_metacognitive_experience_Reader_awareness_and_reading_performance




DOI: http://dx.doi.org/10.46827/ejel.v11i1.6516

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2026. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).