Effectiveness Of Metacognitive Strategies In Fast Reading Performance

In the last two decades, researchers' attention has focused on second language or foreign language learning strategies. Strategies are tools for developing L2 communicative ability. Therefore, language learners who use more learning strategies efficiently are more likely to acquire a new language than learners with limited knowledge of such strategies.The proficiency in English, as in any other language, covers a bound scope. Usually, language proficiency is subdivided into four categories of communicative abilities: speaking, listening, writing and reading. Studies have claimed that among these abilities, reading ability is the most representative of an apparent understanding linguistic proficiency factor. Fast reading comprehension is an important branch of reading comprehension. Compared with reading in depth, fast reading is much more challenging in tests for most testers, for grasping a great amount of information within limited time.The main objective of the study is to explore the use of metacognitive strategies in English fast reading. In particularly, the study examined the difference of the subjects in metacognitive strategies use during English fast reading and the effectiveness of metacognitive strategies in improving readers' fast reading proficiency. This study was enlightened by previous researches and relevant theories. Some important theories about learning strategies, reading strategies, reading models and metacongitive strategies are stated and discussed.Two classes, 80 sophomores participated in this study. This study lasted four weeks. During these four weeks, the control class did not receive meta-cognitive strategies training, while the experimental class received the training. Both control and experimental class had two English classes each week. Except for the strategy training, the two groups share the same studying schedule and the same teacher. Before the experiment, the pretest for the participants of both classes was conducted to investigate whether the members of two classes had the significant difference in fast reading proficiency. Posttest for two classes was carried out after the experiment to find out the change of the subjects' fast reading proficiency between two tests. The questionnaire was only distributed to the participants of the experimental class to investigate the frequency of the use of metacognitive strategies in fast reading. By the analysis of the results of tests and questionnaire, we can find the relationship between the metaocogntive strategies use and fast reading proficiency, and the effectiveness of metaocogntive strategies.The study mainly focuses on four main metacognitive strategies, including self-planning, self-monitoring, self- reviewing, and selective attention, each of which took one week for training.The main findings of the study are as follows:1. There is a significant difference of subjects over the frequency use of the metacognitive strategies during English fast reading.2. There is correlation between frequency use of metacognitive strategy and fast reading proficiency3. Self-planning and Self-monitoring metacognitive strategies are the most effective metacognitive strategy in improving fast reading ability.In the conclusion part, the author discussed the major findings of the study, its implications and limitations.