Abstract:
This study aimed at investigating the effects of metacognitive strategy training and use on the reading comprehension achievement of Lebanese elementary learners of English as a Second Language. Thirty-six sixth grade Lebanese students participated in the study. Questionnaires and reading comprehension tests administered prior-to and post-to metacognitive strategy instruction and use served as the principal sources of data. For purpose of analysis, the participants' responses to the questionnaire given prior-to and post-to strategy training and their reading comprehension test items and test scores pre- and post- to implementing metacognitive reading strategies were compared. Analysis of the data revealed that the participants' awareness and use of metacognitive reading strategies increased as a result of metacognitive strategy instruction. The results also indicated that metacognition provided the participants with a repertoire of useful reading strategies that helped them perform reading tasks more effectively, which in turn, helped them improve their second language reading performance as revealed by their reading comprehension test items and test scores. This study pointed out the benefits of metacognitive reading strategies for students at the elementary level. It
also highlighted the significance and the role of metacognitive reading strategies in building up and developing effective reading skills.
