Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL primary school students

  1. Alba Gutiérrez Martínez
  2. Yolanda Ruiz de Zarobe
Revue:
Elia: Estudios de lingüística inglesa aplicada

ISSN: 1576-5059

Année de publication: 2017

Número: 17

Pages: 71-92

Type: Article

DOI: 10.12795/ELIA.2017.I17.04 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Elia: Estudios de lingüística inglesa aplicada

Résumé

Strategy instruction is a fundamental part of the language learning curriculum. Several studies (Wenden & Rubin, 1987; O’Malley & Chamot, 1990; Chamot & O’Malley, 1994; Cohen & Macaro, 2007; Chamot, 2008; Cohen, 2011, among others) have shown that the use of learning strategies produces a positive effect on learners’ achievement, although the field has not been without controversy (Rees-Miller, 1993; Dörnyei y Skehan, 2003; Dörnyei, 2005; Manchón, 2008; Macaro, 2006, 2007, 2010). Thus, the aim of this study is to investigate the effects of a metacognitive reading strategy training in two educational contexts, CLIL and EFL, and reflect on how learners can benefit from this learning approach. Participants (N = 145) came from six intact classes from two different schools in Santander, Cantabria, a community in the north of Spain. One of the schools followed a CLIL methodology and the other did not. The experimental groups in both schools underwent a seven-week metacognitive reading training programme developed by the research team, following the model proposed by Macaro (2001) that focuses on metacognitive awareness. Control groups continued with regular classes. Pre-tests and post-tests were carried out for both control and experimental groups. As hypothesized, results indicate that those students (CLIL and EFL) that followed the strategic training obtained better scores on the metacognitive reading task than their control groups, but with no significant differences between both educational approaches (CLIL and EFL) even though the experimental CLIL group outperform the experimental EFL group. This leads us to the conclusion that this type of training is effective in both educational contexts and highlights the importance of the metacognitive teaching approach to improve reading comprehension in second language classes

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Information sur le financement

We would like to acknowledge the funding awarded by the Spanish Ministry of Economy and Competitiveness MINECO [grant number FFI2012-31811] and MINECO/FEDER [grant number FFI2015-63715-P].

Financeurs

    • FFI2012-31811
    • FFI2015-63715-P

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