Abstract—The purposes of this study were to compare the English reading comprehension abilities of Grade 11 students before and after using metacognitive strategies and to study the students’ attitude towards teaching English reading comprehension using metacognitive strategies. The sample group consisted of 21 Grade 11 students in a secondary school in Udon Thani, Thailand during semester 2 of the 2011 academic year. A cluster random sampling technique was used. The research instruments were comprised of 9 lesson plans, an English reading comprehension ability test and an attitude questionnaire. The instruments in each cycle of the action research consisted of a teaching observation form, a learning observation form, lesson plan quizzes, cycle quizzes and a student interview form. Percentage, mean, standard deviation and t-test for dependent samples were used to analyze data. Three cycles of action research were employed in this study. The findings revealed as follows. 1. the students’ average pretest and posttest scores on English reading comprehension ability were 55.83% and 80.24%, respectively. The students’ English reading comprehension found to be significantly higher after learning using metacognitive strategies at the .05 level. 2. The students’ attitude towards teaching English reading comprehension was at a good level. (x¯ = 4.64).
Index Terms—English reading comprehension, metacognition, metacognitive strategies in english reading comprehension, reading comprehension.
Praphaithong Sitthiprom is with Udon Thani Rajabhat University, 64Taharn Road, Amphoe Muang, Udon Thani 41000 Thailand (e-mail: firstname.lastname@example.org).
Cite: Praphaithong Sitthiprom, "The Development of English Reading Comprehension Ability of Grade 11 Students Using Metacognitive Strategies," International Journal of Social Science and Humanity vol. 2, no. 6, pp. 543-545, 2012.