An investigation into the effects of student use of metacognitive and cognitive strategies on students reading performance at lac hong university a thesis submitted in partial fulfillment o

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - AN INVESTIGATION INTO THE EFFECTS OF STUDENTS’ USE OF METACOGNITIVE AND COGNITIVE STRATEGIES ON STUDENTS’ READING PERFORMANCE AT LAC HONG UNIVERSITY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL)  Submitted by Ly Tuan Phu Supervisor Dr Nguyen Ngoc Vu Ho Chi Minh City, September, 2016 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “An investigation into the effects of students’ use of metacognitive and cognitive strategies on students’ reading performance at Lac Hong University” is my own work Except where reference is made in the text of thesis, this thesis contains no material published elsewhere or extracted in whole or in in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Hochiminh City, 2016 Ly Tuan Phu i AKNOWLEDGEMENTS I would like to start my thesis by thanking all the lecturers at Ho Chi Minh Open University who have worked hard to help me gather required knowledge for conducting this thesis I am grateful in the first place to Dr Nguyen Ngoc Vu at Ho Chi Minh University of Education for constantly guiding me in the right directions to complete this thesis His profound and comprehensive knowledge in the field has been such a reliable resource to me Without his help, this thesis could not have been finished I am grateful to Faculty of English Department of Lac Hong University for their willing help I would like to send my special thanks to Ms Lien, Ms Nguyen, Ms Vy, Ms Ha, and Mr Tung for their kind supports I would like to write down here my appreciation to the two classes, 14AV111 and 14AV112, for their participations in this thesis, which helps me to reach its completion Thanks, as ever, to my family for their kind support in my long journey ii ABSTRACT Throughout their relative long history, the positive effects of learning strategies have not been completely defined A myriad of research and work was conducted by prominent authors and researchers to construct a full picture of language learning strategy There is a consensus shared by those authors that learning strategies can significantly enhance students’ language performance and competence Another key theme is that different kinds of language learning strategies are likely to yield divergent results on students’ performance Among those kinds of strategies, metacognitive and cognitive strategies are highly reported to be the ones that have great impacts on students’ performance in their second language learning Given this important reason, the current study aims to throw more light on this relationship in order to boost students’ reading performance at Lac Hong University Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study is aimed to detect the effects of students’ use of two kinds of strategies, namely metacognitive and cognitive strategies on their reading comprehension The current study also employed a prominent model, the ACT (Adapter Character of Thought) model proposed by Anderson, to shed more light students’ strategy acquisition Findings from the study highlighted that metacognitive and cognitive strategies incorporated into a strategy training course could improve students’ reading performance As for the strategy acquisition, it is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage With respect to the effectiveness of the strategy training course, students generated a positive feedback to the course In addition, they made improvements in terms of better reading comprehension, reading speed vocabulary) Key words: learning strategy, metacognitive and cognitive strategies, ACT, strategy training course, strategy acquisition, reading performance iii Table of Contents STATEMENT OF AUTHORSHIP i AKNOWLEDGEMENTS ii ABSTRACT iii ABBREVIATIONS ix CHAPTER INTRODUCTION 1.1 Introduction 1.2 Background information 1.3 Definitions of variables and terms 1.3.1 Learning strategies 1.3.2 Metacognitive and cognitive strategies 1.3.3 Cognitive theory 1.3.4 Anderson’s ACT (Adaptive Control of Thought) Model 1.3.5 CALLA (Cognitive Academic Language Approach) Model 1.4 Statement of purpose 1.5 Significance of the study 1.6 Research questions 1.7 Structure of the thesis CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Reading 2.2.1 L1 and L2 reading 2.2.2 Definitions of reading 2.2.3 The goals of reading 10 2.3 Factors of reading comprehension 11 iv 2.4 The ways we read 14 2.5 Reading Processes 14 2.5.1 Bottom up and top down process 14 2.6 Previous literature on features of good L2 readers 15 2.7 Language learning strategy instruction and the need of a training course 20 2.8 Metacognitive, cognitive strategies and students’ performance 27 2.9 The role of teachers in strategy training course 30 2.10 Learning strategy 31 2.10.1 Definitions of learning strategy 31 2.10.2 Taxonomies of learning strategies 33 2.11 The intertwined relationship between metacognitive and cognitive strategies 37 2.12 Factors affect the use of learning strategies 39 2.12.1 Stages of training 41 CHAPTER 3: RESEARCH METHODOLOGY 42 3.2 Methods for answering research question 42 3.2.1 Quasi- experimental research 43 3.3 Data collection 43 3.3.1 Participants 43 3.3.2 The strategy training procedure 45 3.3.3 Research site 46 3.3.4 Sources of data 46 3.3.5 Data Analysis 50 CHAPTER 4: DATA ANALYSIS 52 4.2 Analysis of students’ test scores 52 4.2.1 Stage 1: before the treatment 52 v 4.2.2 Stage 2: after the treatment 54 4.3 Analysis of students’ questionnaires 56 4.3.1 The reliability of students’ questionnaires 56 4.3.3 Findings from students’ questionnaires 73 4.4 Data from interview 74 4.5 Discussions of the findings 83 4.5.1 Introduction 83 4.5.2 Students’ improvements in reading comprehension 83 4.5.3 Students’ process of strategy acquisition 84 4.5.4 Students’ attitudes towards the strategy training course 84 4.5.5 Summary 85 CHAPTER SUGGESTIONS AND RECOMMENDATIONS 86 5.1 Introduction 86 5.2 Suggestions 86 5.3 Limitations 88 5.4 Recommendations for further study 88 5.5 Summary 89 REFERENCES 90 APPENDICE 98 APPENDIX 1: Pretests for two groups 98 APPENDIX 2: Posttests for two groups 107 APPENDIX 3: Strategy Training Course 116 APPENDIX 4: Questionnaire (English version) 121 APPENDIX 5: Questionnaire (Vietnamese version) 124 APPENDIX 6: Questions for interviews (Vietnamese version) 127 vi APPENDIX 7: Questions for interviews (English version) 128 APPENDIX 8: Item- Total Statistics 129 vii LIST OF TABLES Table 4.1: The means of pretest score of control and experimental group 53 Table 4.2: The non-parametric t-test of pretest scores 53 Table 4.3 : Description of the posttest scores 54 Table 4.4: The non-parametric t-test of the posttest scores 55 Table 4.5: The non-parametric dependent sample t-test of the experimental group 55 Table 4.6: The non-parametric dependent sample t-test of the experimental group 56 Table 4.7 : Cronbach’s coefficient alpha for Comprehending strategies 57 Table 4.8: Cronbach’s coefficient alpha for Memory strategies 57 Table 4.9: Cronbach’s coefficient alpha for Retrieval strategies 57 Table 4.10: Cronbach’s coefficient alpha for Planning strategies 58 Table 4.11: Cronbach’s coefficient alpha for Monitoring strategies 58 Table 4.12: Cronbach’s coefficient alpha for Evaluating strategies 58 Table 4.13: Cronbach’s coefficient alpha for the questionnaire 59 Table 4.14: Result of Comprehending strategy from students’ questionnaires 61 Table 4.15: Result of Memory strategy from students’ questionnaires 63 Table 4.16: Result of Retrieval strategy from students’ questionnaires 65 Table 4.17: Result of Planning strategy from students’ questionnaires 68 Table 4.18: Result of Monitoring strategy from students’ questionnaires 70 Table 4.19: Result of Evaluating strategy from students’ questionnaires 72 Table 4.20: Results of the semi-structure interviews 77 viii ABBREVIATIONS L1: mother tongue L2: second language EFL: English as a Foreign Language TOEIC: Test of English for International Communication CALLA: Cognitive Academic Language Approach ACT: Adaptive Control of Thought ix       Unit 4: Change   4     Unit 5: Money      Having a goal before reading Comprehending strategies Building a map of ideas Finding connections between title and the text Memory strategies Building connections of main ideas in the mind Building a map of ideas Retrieval strategies Connecting parts to understand other parts Monitoring strategies Being aware of the aims and how to achieve them Evaluating strategies Summarizing the text in my own way Planning strategies Drawing from the title as much as possible Comprehending strategies Translating Memory strategies Highlighting main ideas Spending more time on difficult questions Retrieval strategies Asking questions about the author Monitoring strategies Reading again to check if there is something contrasting to my comprehension Evaluating strategies Use the questions to check my comprehension Writing down what I understand in my own way Planning strategies Thinking of the strategies to use before reading Comprehending strategies Skimming Scanning Memory strategies Making a note Reading a question many times Retrieval strategies Using my knowledge and experience to comprehend Using the parts I understand to comprehend other parts Monitoring strategies Noting down effective strategies Evaluating strategies 117 Unit Advertising  6:       Unit 7: Cultures      Revision midterm test +  Unit 8: Employment Finding out why a strategy is effective Planning strategies Thinking of the strategies to use before reading Knowing what to to comprehend the text Comprehending strategies Skimming Scanning Memory strategies Reorganizing the text in my own ways Guessing meaning of unknown words Retrieval strategies Using my knowledge and experience to comprehend Monitoring strategies Noting down ineffective strategies Evaluating strategies Finding out why a strategy is not effective Planning strategies Noticing the organization of the text before I read Comprehending strategies Skimming Using context to guess the meaning of unknown words Memory strategies Reorganizing the text in my own way to comprehend other parts Retrieval strategies Highlighting the part I understand to comprehend other parts Monitoring strategies Switching to another strategy when get stuck Evaluating strategies Finding out why a strategy is effective   Planning strategies Noticing the organization of the text before I read Thinking of the strategies to use before reading Picking out key words from the questions Comprehending strategies Skimming Scanning Memory strategies 118 Unit 9: Trade 10 Unit 10: Quality 11 Skipping unknown words when reading  Retrieval strategies Using the key words to comprehend the text  Monitoring strategies Being aware of my reading progress Being aware of losing my reading comprehension  Evaluating strategies Stopping to check when there is something conflicting to my reading comprehension Reading the questions and answers to check my comprehension  Planning strategies Planning and following reading ways Finding out requirements before reading  Comprehending strategies Read questions to guess the main ideas  Memory strategies Highlighting main ideas of the text  Retrieval strategies Using different strategies to comprehend a text  Monitoring strategies Being aware of which strategy to use, how and when to use it Switching to another strategy when get stuck  Evaluating strategies Checking all questions to see how much I have comprehended a text Reading the questions and answers to check my comprehension  Planning strategies Knowing what should to comprehend a text Having a goal before reading  Comprehending strategies Identifying structures Using pictures and titles to comprehend  Memory strategies Spending more time on difficult questions  Retrieval strategies Using different strategies to comprehend a text  Monitoring strategies Being aware of which strategy to use, how and when to use it Being aware of the ways I reading a text  Evaluating strategies 119 Asking myself questions to see how much I have comprehended the text Total 44 120 APPENDIX 4: Questionnaire (English version) QUESTIONNAIRE Dear students! This questionnaire is designed to investigate your use of both metacognitive and cognitive strategies in reading There are NO Right or Wrong answers Your correct answers will be appreciated Data drawn from your answer only serve the purpose of the current study and are not used in anywhere else Your answers not affect your score in the course The researcher expresses his warmest thanks to your cooperation INSTRUCTION Please mark letter X in the grey box to indicate your answer A General information Class _ Select your school year First year student Second year student Third year student Fourth year student Your major English language Finance- banking Accounting Other (write detail): Age 18-22 23-27 28-35 >35 Gender Male Female 121 Please use the scale below to answer the following questions: = Never = Sometimes (lower than 50%) = Often ( about 50%) = Usually (higher than 50%) = Always B Strategies in reading 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 I identify the structures of the text to better comprehend it When I realize that I have just a mistake, I correct it immediately I am aware of when I am losing my comprehension of the text I build up the connections between several parts to comprehend the text I underline key words in the questions I use my background knowledge to comprehend the text I select the main ideas to help me understand the text I try to find out why the strategies I am using are not effective I repeat the main ideas of the text in my mind I make a note of what I can understand from the text I highlight the main ideas of the text I check all the questions to see how much I have achieved in terms of reading comprehension I use the questions to help me understand the text I skim the text quickly to get the gists of the text I try to find out why the strategies I am using are effective I am aware of the aims of my reading and ways to achieve those aims I note down the effective strategies for a particular reading text I try to draw as much as possible from the title and pictures of the text before I read I use the title and the pictures to help me understand the text I have set up my goals of reading before I read I double - check my answers for all the questions I change my interpretation immediately when I know there is something not correct I put a mark () to mark the part I fully comprehend I translate what I understand from the reading text into my mother tongue to check my understanding I build a map of ideas from the text to help me understand the text I read the text to check my guess made in advance is correct or not I use the context to guess the meaning of unknown words I build a connection of main ideas of the text in my mind 122 1 2 3 4 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 5 1 2 3 4 5 5 5 1 2 3 4 5 5 5 1 1 2 2 3 3 4 4 5 5 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 I plan the ways I read the text and I follow what I have planned I myself check how many percentage I have comprehended the text I read all the questions carefully to guess the main ideas of the text For difficult questions, I spend more time on them I use the key words to help me comprehend a text I reorganize the text in my own way to better understand it I highlight the key words of the text When I get stuck with a strategy, I switch to another one I am aware of which strategy to use, how and when to use it I use the keywords, cognates, and my knowledge of English patterns and structures to understand the text I read the questions and the answers to check my comprehension I use my own knowledge to guess the content of the text I repeat difficult parts several times to better understand those parts Before I read the text, I think of some strategies that I will use I notice the organization of the text before I read I ask questions about the author to help me understand the text I use my knowledge to check my comprehension I find out the requirements of the text from the questions before I read I know what I should to understand the text I try to find out the connections between the tile and the questions The end Thank you for your cooperation 123 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 5 1 2 3 4 5 APPENDIX 5: Questionnaire (Vietnamese version) BẢNG CÂU HỎI Các bạn học viên thân mến! Bảng câu hỏi sau thiết kế với mục đích tìm hiểu việc sử dụng chiến thuật đọc đọc tiếng Anh bạn Trong bảng câu hỏi khơng có câu hỏi Đúng –Sai Câu trả lời xác bạn giúp giáo viên hiểu rõ việc sử dụng chiến thuật làm đọc bạn Những câu trả lời sử dụng cho mục đích nghiên cứu khơng ảnh hưởng đến kết học tập bạn HƯỚNG DẪN Hãy đánh dấu X vào ô màu xám tương ứng cho câu trả lời bạn A Thông tin chung Lớp _ Hãy chọn năm học bạn Sinh viên năm Sinh viên năm hai Sinh viên năm ba Sinh viên năm tư Ngành học bạn Ngơn ngữ Anh Tài chính-ngân hàng Kế tốn-kiểm tốn Khác (vui lòng viết rõ): Độ tuổi 18-22 23-27 28-35 >35 Giới tính Nam Nữ 124 Hãy dùng thang đo gồm số tương ứng với mức độ cho câu trả lời bạn = Không với = Thường không với ( thấp 50%) = Đúng với tơi mức độ đó( khoảng 50%) = Thường với tôi(cao 50%) = Luôn với B Các chiến thuật đọc 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Tôi nhận cấu trúc đọc để hiểu đọc tốt Khi tơi thấy mắc lỗi đó, tơi sửa Tôi biết rõ không hiểu đọc Tôi xây dựng mối liên kết nhiều đoạn khác để hiểu rõ đọc Tôi gạch từ khóa có câu hỏi Tơi sử dụng kiến thức hiểu biết để giúp hiểu Tôi lọc ý để giúp tơi hiểu Tơi cố gắng phân tích số chiến thuật tơi sử dụng khơng hiệu Tơi lặp lại ý đọc đầu Tôi ghi lại tơi hiểu từ đọc Tơi đánh dấu ý đọc Tơi kiểm tra lại câu hỏi để xem đạt mức độ hiểu Tôi sử dụng câu hỏi để giúp hiểu rõ đọc Tôi đọc lướt đọc để nắm rõ ý Tơi cố gắng tìm hiểu số chiến thật lại hữu ích cho việc đọc tơi Tơi hiểu rõ mục tiêu việc đọc phương thức để đạt mục tiêu Tơi ghi lại chiến thuật hiệu đọc Tôi cố gắng suy thật nhiều thông tin từ tiêu đề tranh ảnh đọc Tôi sử dụng tranh ảnh, tiêu đề từ đọc để giúp hiểu Tôi thiết lập sẵn mục tiêu trước đọc Tôi kiểm tra thật kỹ câu trả lời cho câu hỏi Tôi thay đổi cách diễn giải ý từ đọc phát thấy điều không Tôi dùng ký hiệu () để đánh dấu phần hiểu rõ Tơi dịch tơi hiểu sang tiếng mẹ đẻ để kiểm tra mức độ đọc hiểu Tôi thiết lập đồ/ tranh liên kết ý tưởng để giúp hiểu rõ đọc Tôi đọc để kiểm tra lại dự đốn tơi ban đầu 125 1 2 3 4 5 5 1 2 3 4 5 5 1 2 3 4 5 5 1 2 3 4 5 5 5 1 2 3 4 5 5 5 5 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 hay sai Tôi dùng ngữ cảnh/ văn cảnh để đốn nghĩa từ Tơi xây dựng mối liên kết ý đọc đầu Tôi lên kế hoạch cách đọc tuân theo kế hoạch Tơi tự đánh giá tơi hiểu khoảng phần trăm đọc Tôi cẩn thận đọc hết câu hỏi để đoán ý đọc Tơi dành thời gian nhiều cho câu hỏi khó Tơi sử dụng từ khóa để hiểu rõ đọc Tơi xếp lại cấu trúc theo cách để hiểu đọc Tơi đánh dấu từ khóa đọc Khi mắc kẹt với chiến thuật này, chuyển sang dùng chiến thuật khác Tôi biết rõ nên dùng chiến thuật nào, cách dùng dùng chúng Tôi sử dụng từ gốc, kiến thức mẫu câu cấu trúc câu tiếng Anh để hiểu đọc Tôi đọc lại câu hỏi câu trả lời để kiểm tra mức độ hiểu tơi Tơi dùng kiến thức tơi để đốn nội dung đọc Tơi lặp lại phần khó hiểu nhiều lần để hiểu chúng Trước đọc bài, nghĩ đến vài chiến thuật sử dụng trước đọc Tôi ý cấu trúc đọc trước đọc Tôi đặt câu hỏi tác giả để giúp hiểu rõ đọc Tôi sử dụng kiến thức để kiểm tra mức độ hiểu đọc Tơi tìm thấy u cầu đọc từ câu hỏi trước đọc Tơi biết rõ tơi nên làm để hiểu đọc Tơi cố gắng tìm liên quan đọc câu hỏi HẾT Cám ơn hợp tác bạn! 126 1 2 3 4 5 5 1 1 2 2 3 3 4 4 5 5 5 5 1 2 3 4 5 5 1 2 3 4 5 5 1 2 3 4 5 APPENDIX 6: Questions for interviews (Vietnamese version) Các bạn trải qua khóa học mơn đọc, khóa học có lồng ghép chiến thuật môn đọc buổi vấn nhằm mục đích sâu vào suy nghĩ bạn chiến thuật đọc Những thơng tin cá nhân bạn giữ kín Và liệu từ câu trả lời sử dụng cho mục đích nghiên cứu Rất cám ơn hợp tác của bạn.Chúng ta bắt đầu với câu hỏi Bạn có đạt lợi ích từ khóa học hay khơng?Nếu có, bạn cho biết cụ thể lợi ích đó? Bạn có cho kỹ đọc bạn có cải thiện sau khóa học khơng? Nếu có, bạn giải thích thêm? Bạn có nghĩ cách thức bạn đọc text có thay đổi so với trước khóa học này? Nếu có, bạn vui lịng chia sẻ? Bạn nghĩ vai trị chiến thuật việc đọc sách? Bạn đánh trình học chiến thuật cụ thể đó? Khi bạn đọc, bạn có sử dụng chiến thuật cụ thể khơng? Nếu có, bạn chia sẻ? Bạn thấy chiến thuật từ khóa học hữu ích với bạn? bạn chia sẻ chúng hữu ích nào? Bạn thấy chiến thuật khơng hữu ích với việc đọc bạn?Tại chúng khơng hữu ích? Điều bạn muốn đóng góp cho khóa học? Chân thành cám ơn hợp tác bạn! 127 APPENDIX 7: Questions for interviews (English version) You have been through a course of reading integrating metacognitive and cognitive strategies to enhance your reading performance This interview is designed to gain insights into your perceptions of the strategies in reading Your personal information will be kept secret Data drawn from your answers are only used for the purpose of this study Thank you very much for your cooperation Now we start with the first questions What are some benefits that you gain from the course? Can you be more specific about these benefits? Do you think that your reading skill has improved? If Yes, can you explain how it has improved? Do you think that the ways you read a text after the course is different from your ways before the course? If yes, what is the difference? What you think about the role of strategies in reading? What you think about the process of acquiring one strategy in reading? Do you use any particular strategy when you are reading a text? If Yes, what is it? Which strategies integrated in the strategy training course are most useful to you? Can you explain how they are useful to you? Which strategies integrated in the strategy training course are not useful to you? Please explain why they are not useful to you What you want to contribute to the course? Thank you for your cooperation 128 APPENDIX 8: Item- Total Statistics Com1 Com2 Com3 Com4 Com5 Com6 Com7 Com8 Com9 Memo1 Memo2 Memo3 Memo4 Memo5 Memo6 Memo7 Memo8 Item-Total Statistics of Comprehending Strategies Scale Corrected Cronbach's Scale Mean if Variance if Item-Total Alpha if Item Item Deleted Item Deleted Correlation Deleted 26,5000 25,867 ,453 ,811 25,6875 26,362 ,533 ,805 26,6250 24,383 ,513 ,805 26,2500 26,067 ,358 ,824 27,2500 25,000 ,572 ,798 26,6875 24,896 ,526 ,803 26,1875 22,963 ,694 ,781 26,2500 23,667 ,741 ,779 26,0625 25,396 ,394 ,821 Item-Total Statistics of Memory Strategies Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted 23,0625 18,729 ,834 ,792 22,0625 25,263 ,323 ,858 22,5000 24,133 ,475 ,841 22,7500 22,867 ,575 ,830 22,8125 22,829 ,763 ,813 22,1875 23,896 ,677 ,824 22,6250 22,250 ,676 ,818 23,1250 21,850 ,490 ,847 129 Ret1 Ret2 Ret3 Ret4 Ret5 Ret6 Ret7 Item-Total Statistics of Retrieval Strategies Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted 20,7500 15,400 ,705 ,725 21,7500 17,000 ,402 ,788 20,2500 17,267 ,446 ,776 19,8750 18,117 ,558 ,762 20,1250 17,317 ,414 ,783 20,1250 15,850 ,728 ,724 20,3750 16,783 ,461 ,775 Plan1 Plan2 Plan3 Plan4 Plan5 Plan6 Plan7 Plan8 Item-Total Statistics of Planning Strategies Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted 20,8750 17,183 ,325 ,763 20,8125 16,696 ,492 ,730 20,3750 17,583 ,399 ,745 20,2500 15,800 ,486 ,731 20,6875 17,429 ,580 ,723 21,0000 17,600 ,434 ,740 20,8125 15,896 ,502 ,727 20,5625 15,996 ,525 ,723 130 Item-Total Statistics of Monitoring Strategies Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Moni Moni Moni Moni Moni Moni Moni Eva1 Eva2 Eva3 Eva4 Eva5 Eva6 Eva7 Eva8 18,5625 15,329 ,335 ,791 19,4375 12,796 ,846 ,701 18,1250 14,117 ,549 ,754 18,1875 14,163 ,377 ,792 18,6875 13,963 ,528 ,757 19,2500 11,533 ,710 ,714 19,0000 16,000 ,325 ,790 Item-Total Statistics of Evaluating Strategies Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted 22,0000 27,600 ,619 ,844 22,0000 27,200 ,794 ,828 22,2500 27,933 ,585 ,848 22,3125 27,429 ,705 ,835 22,4375 26,663 ,533 ,858 23,0000 28,933 ,484 ,859 22,8125 26,963 ,577 ,850 22,5625 27,863 ,672 ,839 131 ...STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?An investigation into the effects of students? ?? use of metacognitive and cognitive strategies on students? ?? reading performance at Lac. .. to investigate the effects metacognitive and cognitive strategies on students? ?? reading performance, (2) to explore the process of transmitting metacognitive and cognitive strategies into a state... teaching reading strategies and students? ?? reading performance In the field of second 30 language reading, Adlof, Perfetti, and Catts (2011) claimed that the main aim of teaching reading is to