Hello Nosheen Akhter,

Notably, metacognition refers to the ability of the learners  to understand and monitor their thoughts . As you have rightly observed, designing metacognitive activities may have a great bearing on ESL students' reading comprehension skills.  The main reason is that such activities can remarkably trigger and improve the learners'  cognitive and social development by creating  situations ranging from academic competence to knowledge about the self-as-learner. Alternatively, being regarded as a psychlinguistic guessing game, reading draws on the learners' metacognition significantly. As such,  strategy training and  creation of a supportive social environment for metacognition can be actualized by specially designed activities which result in  metacognitive interventions and offer unique contributions to metacognitive development. For further details, the following links can provide you with useful hints for designing such activities.

Best of luck,

R. Biria

https://blogs.arcadia.edu/sepche/files/2012/10/10.5.12-Metacognitive-Activities.pdf

https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1259&context=td

https://www.literacyworldwide.org/docs/default-source/bonus.../887-chapter-1.pdf?...

https://etd.library.vanderbilt.edu/available/etd-06162010-100830/.../Davis_dissertation.pdf

https://lincs.ed.gov/sites/default/files/4_TEAL_Metacognitive.pdf

They can be more successful language learners because  metacognitive activities can result in the autonomy of the students by authorizing self-directed involvement helping them gain control of their learning.

Hi colleague 

You can check the following  link.  It may be useful to you. 

http://www.readingrockets.org/article/instruction-metacognitive-strategies-enhances-reading-comprehension-and-vocabulary

Hi,

I am very thankful to all of you to guide me and kindly guide me ,I will have to design Activities to find out the result of effectiveness of reading through metacognative reading strategies.

Regards 

Hello,

It will be evident  that much of what are called language use or learning strategies are not directly relevant to the study of reading. Indeed, much of the strategy literature concentrates on oral interaction, listening and writing, and has much less insight to offer in the area of reading comprehension. Nevertheless, there are ways in which the categories of language-learning or language-use strategies developed in other areas might be relevant to an understanding of reading, whether or not they have been explicitely researched in the context of reading. As an illustration, monitoring one's developing understanding of text, preparing in advance how to read and selectively attending to text are clearly relevant to reading. Paraphrasing what one has understood in order to see whether it fits into the meaning of the text, or deductively analysing the structure of a paragraph or article in order to clarify the author's intention might prove to be effective metacognitive strategies in order to overcome comprehension hurdles.

The best way I know to raise learners' awareness of the reading strategies that they need to employ and the skills that they need to develop is on-task or post-task think aloud protocols: with online protocols, learners read a text silently and  express their thoughts aloud when a pause in their reading occurs; with post-task protocols students read short stretches of text silently and report on their thoughts straight after each stretch. Students will need training to do both types of think-aloud task effectively . Faerch and Kasper's book Introspection in Second Language Research contains sections that are relevant to reading, and discusses  the extent to which thinking aloud while doing a task can affect task performance. I used this technique many years ago and found that it worked extremely well with some learners. It worked with learners who were open to trying out innovative techniques  and with whom I had developed a relationship of "full" mutual trust.

When considering whether or not to use this technique, it is important to take time constraints into account. While it may sometimes only take a few sessions to create a fairly full profile of the type of reader a student is in terms of the balance of top-down and bottom-up reading strategies that they employ and the skills that they most need to develop,  it can take much longer, often several months, to employ remedial techniques and, finally, bring about changes in both their approach to reading and their skills set. Another issue to consider is class-size: I have only performed this task with one -to -one students and a group of two. The individualized attention that is required is likely to make it considerably less effective if not unviable with larger groups.

Sir, I am very thankful for this fruitful suggestions and detail about the topic but which online metacognative reading strategy is more effective to improve reading comprehension of ESL learner?If there is related researched work then kindly send me some related details as you have already work on it.

Regards

Hi Nosheen,

This is a reply to the question that you address to me above.Before providing you with my answer, I would like to point out that this is not my area of expertise: I  carried out two reading-related projects on my masters nearly 20 years ago and have only recent returned to academia in order to do a PhD on an area of English grammar. As a teacher, I am still very interested in reading processes but I am not up-to-date on recent research. Anyway, after the caveats, here's my opinion:

I don't think that you can base everything on one single metacognitive strategy. What learners need is an insight into their entire reading process in order to know what they do well and what they do badly. In my opinion, the besy way of doing this is protocol analysis. Having said this, you, as a teacher, may sometimes spot bad reading habits in learners from the questions they ask you and the answers that they provide to reading comprehension questions. For example students who ask questions about practically every unknown word and provide answers- or explanations for answers -which suggest an inability to see the wood through the trees are probably applying an excessively bottom-up, text-bound approach. Such  students would benefit from metacognitive tasks which make them aware that they do not need to understand every word or sentence, help them to evaluate better which words they need to understand and teach them the value of using real world knowledge and knowledge of text structure to help them understand and interpret the text.  These metacognitive tasks would need to be complemented with skills work on lexical inferencing ( working out the approximate meaning of a word) , linking ideas in the text and other relevant skills.

For relevant research you could try Carrell, Divine and Eskey 1988, or for more recent research, Grabe's book Reading in a Second Language: Moving from Theory to Practice. 

Hi Sir,

Thank you sir to elaborate each and every thing in detail.

Regards