Changes in Metacognitive Knowledge through Extensive Reading
Keywords:
EFL learners, metacognitive knowledge, reading strategies, guessing from context, unknown words, extensive readingAbstract
This qualitative study investigated English-as-foreign-language (EFL) learners’ metacognitive knowledge about second language (L2) reading by using Flavell’s (1979) framework of person, task, and strategies. Five Japanese EFL participants who were reading extended texts, which were graded readers of their choosing, for a ten-month period participated in pre-task semi-structured interview, a post-task stimulated recall interview for a narrative text after reading and a follow-up semi-structured interview. The results showed that the participants had emerging metacognitive knowledge about L2 reading for general comprehension. The results also revealed that reading strategies varied even within the same participant, depending on the difficulty of texts and their set (sub)goals for texts.
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