Abstract
A pilot study was conducted for a tool that assesses bilingual´s self-reported metacognitive strategy usage when reading in English (L2). A task specific, multimethod instrument (ROSO) was created and administered in a private international school to secondary students (N=135). The tool assessed reading comprehension with academic texts followed by multiple choice questions. Students were asked open questions about strategy usage, and these spontaneous responses were coded by three judges. Next students rated strategy usage, considering earlier readings, using a Likert scale. Finally, participants were presented with an open-ended question asking how to understand a difficult passage in English; this answer was also coded. The reliability and validity of the tool was verified with minor adjustments. This work presents the theoretical research for the design of the tool and the results and analysis of the study.
TopIntroduction
When teaching bilinguals, instruction on metacognitive strategy usage can play an important role in developing foreign language literacy skills (Beeman & Urow, 2013; El-Koumy, 2004; Miguez-Alvarez, 2022; Raoofi et al., 2014)). Raoofi et al. (2014) writes that “Research on metacognition indicates that metacognitive strategy/knowledge is closely related to success in Second/foreign language learning” (p. 37). Purposeful instruction encouraging metacognition can be powerful in language learning (Beeman & Urow, 2013; Miguez-Alvarez, 2022; Oz, 2005; Ozturk, 2015; Pintrich, 2002; Raoofi et al., 2004; Thompson, 2012). Pintrich (2002) states “there is a need to teach for metacognitive knowledge explicitly” (p. 223). In addition to informal formative assessments, such as discussions or diaries, assessment tools can assist educators in better understanding students´ metacognitive strategy usage to organize more effective teaching (Oz, 2005; Pintrich, 2002; Raoofi et al., 2014). Motivated by the interest to strengthen language competence by improving reading comprehension, both a skill in foreign language literacy and a tool in language instruction, these researchers created an online, multimethod assessment tool to evaluate metacognitive strategy usage during reading comprehension in English (L2).
Reading in L2
Reading is just one component of the literacy skills taught to foreign language learners. It is much more than just decoding and learning vocabulary and “undue emphasis on skills-based approaches is unhelpful in multilingual classrooms” (Edwards, 2015, p.76). Reading in L2 offers language learners a low anxiety opportunity to develop English at their own pace. For many years Krashen has been arguing for the “Power of Reading” and the benefits for language learners (Krashen, 2009). According to Miguez-Alvarez et. al. (2021), The importance of reading proficiency in a second language (L2) is growing worldwide (p. 23). With the increase of universities using EMI (English Medium Instruction), students of all ages need to learn more strategies to support understanding when reading academic text in English and to develop CALP, or cognitive academic language proficiency, as described by Cummins (2008), or more recently he quoted research by Ucceli using the term “CALS, core academic language skills” (p. 158, 2021). While only part of a complex equation, reading in L2 plays a vital role in language learners developing academic literacy (Miguez-Alvarez, 2022).
Key Terms in this Chapter
TAP: Think Aloud Protocol – Children explain thinking out loud and information is scribed.
RCT: Reading Comprehension Test—Test where participants answer questions after reading a passage to check for understanding.
CALP: Or CALS– Key vocabulary required for fluid literacy in school
EMI: English Medium Instruction—A university content courses taught in English
Online Instrument: A tool that documents participants while they are in the process of performing an activity.
Self-Reported Inventories: Questionnaire where participants inform about their own reflections.
Task Specific Inventory: A questionnaire asking participants about a certain activity.