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@article{ART001850989},
author={Hyangil Kim and Kyung-Ae Cha},
title={A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction},
journal={Modern English Education},
issn={1598-0782},
year={2014},
volume={15},
number={1},
pages={71-95}

TY - JOUR
AU - Hyangil Kim
AU - Kyung-Ae Cha
TI - A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction
JO - Modern English Education
PY - 2014
VL - 15
IS - 1
PB - The Modern English Education Society
SP - 71
EP - 95
SN - 1598-0782
AB - This article reports significant changes of Korean university students’ knowledge about cognition as a part of metacognitive knowledge in reading. This study was attempted to investigate the effects of explicit strategy instruction on Korean university learners’ awareness and views in terms of strategy use in their own reading processes, and also to investigate whether those changes contribute to the enhancement of their reading performance. Four university students were selected for a qualitative analysis and trained for 15 weeks through strategy instruction employing think-aloud procedures as an instructional model based on CALLA. The results, based on interviews, reading conceptions questionnaires, reading comprehension tests, and think-aloud protocols, revealed that their descriptions of reading processes and actual use of strategies became clearer and more elaborate after intervention. In addition, they used larger, more sophisticated pools of strategies in accordance with metacognitive knowledge. It also provides insight that such training was effective in promoting learners’ reading proficiency.
KW - metacognition;reading strategies;reading strategy instruction
DO -
UR -
ER -

Hyangil Kim and Kyung-Ae Cha. (2014). A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction. Modern English Education, 15(1), 71-95.

Hyangil Kim and Kyung-Ae Cha. 2014, "A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction", Modern English Education, vol.15, no.1 pp.71-95.

Hyangil Kim, Kyung-Ae Cha "A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction" Modern English Education 15.1 pp.71-95 (2014) : 71.

Hyangil Kim, Kyung-Ae Cha. A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction. 2014; 15(1), 71-95.

Hyangil Kim and Kyung-Ae Cha. "A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction" Modern English Education 15, no.1 (2014) : 71-95.

Hyangil Kim; Kyung-Ae Cha. A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction. Modern English Education, 15(1), 71-95.

Hyangil Kim; Kyung-Ae Cha. A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction. Modern English Education. 2014; 15(1) 71-95.

Hyangil Kim, Kyung-Ae Cha. A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction. 2014; 15(1), 71-95.

Hyangil Kim and Kyung-Ae Cha. "A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction" Modern English Education 15, no.1 (2014) : 71-95.