Chapter 1 Introduction 1
1.1 Statement of the problem 1
1.2 Objectives of the study 3
1.3 Significance of the Study 4
1.4 Outline of the study 6
Chapter 2 Literature Review 8
2.1 Introduction 8
2.2 Second language reading 8
2.2.1 The nature of reading 9
2.2.1.1 Purposes for reading 9
2.2.1.2 Models of Reading 10
2.2.2 Issues in L2 reading 13
2.2.2.1 Language proficiency and L2 reading 13
2.2.2.2 Amount of exposure to L2 reading 13
2.2.2.3 Motivations for L2 reading 14
2.2.2.4 L2 reading instruction 14
2.3 Metacognition 15
2.3.1 Metacogntition vs. cognition 16
2.3.2 Metacognitive knowledge 16
2.3.3 Metacognitive strategies 18
2.4 Metacognition and L2 reading comprehension 20
2.5 Metacognition and self-regulated reading 21
2.6 Metacognitive strategy training in reading 23
2.6.1 Studies on metacognitive strategy training in reading 24
2.6.2 Strategy training models 26
2.7 Summary of the chapter 28
Chapter 3 Research Design 29
3.1 Introduction 29
3.2 Research design of the descriptive study 29
3.2.1 Questionnaire survey 30
3.2.1.1 Subjects 30
3.2.1.2 Questionnaire construction 31
3.2.1.3 Data collection and analysis 35
3.2.2 Think-aloud Protocol 36
3.2.2.1 Objectives 36
3.2.2.2 Subjects 36
3.2.2.3 Instruments 37
3.2.2.4 Procedure of think-aloud protocol 38
3.2.2.5 Data collection and analysis 39
3.3 Research design of the quasi-experimental study 42
3.3.1 Objectives 42
3.3.2 The pilot study 43
3.3.2.1 Procedure of the pilot study 43
3.3.2.2 Results of the pilot study 43
3.3.2.3 Noteworthy points for the strategy instruction 46
3.3.3 Strategy instruction in the reading classroom 48
3.3.3.1 Background of the reading course 50
3.3.3.2 Instruction procedure 51
3.3.3.3 Data collection and analysis 57
3.4 Summary of the chapter 63
Chapter 4 Results and Discussions of the Descriptive Study 1: Questionnaire Survey 64
4.1 Introduction 64
4.2 Overall pattern of the use of metacognitive strategies 64
4.3 Inter-group differences in the use of metacognitive strategies 67
4.4 Most and least frequently used individual strategies 73
4.5 Correlation between strategy use and reading proficiency 74
4.6 Summary of the chapter 75
Chapter 5 Results and Discussions of the Descriptive Study 2: Think-Aloud Protocol 77
5.1 Introduction 77
5.2 Two-level framework of metacognitive strategies 77
5.3 Differences between skilled and unskilled readers 81
5.3.1 Difference in metacognitive strategy uses 81
5.3.2 Difference in the orchestration of strategies 84
5.4 Reasons for different strategy uses 86
5.4.1 Language proficiency 86
5.4.2 Motivational factors in reading 87
5.4.3 Instructional factors 88
5.5 Correlation between strategy use and reading performance 89
5.5.1 Metacognitive strategies and reading performance 89
5.5.2 Comprehension monitoring strategies and reading performance 92
5.6 Summary of the chapter 95
Chapter 6 Results and Discussions of the Quasi-Experimental Study 98
6.1 Introduction 98
6.2 Effects of strategy training on metacognitive strategy use 98
6.3 Effects of the strategy training on reading performance 103
6.4 Effects of strategy training on self-regulated reading 105
6.4.1 Planning and self-regulated reading 106
6.4.2 Selective attention and self-regulated reading 117
6.4.3 Monitoring and self-regulated reading 121
6.4.4 Evaluation and self-regulated reading 125
6.5 Summary of the chapter 130
Chapter 7 Conclusion 131
7.1 Introduction 131
7.2 Major findings 131
7.2.1 Metacognitive strategies in EFL reading 131
7.2.2 Metacognitive strategies and comprehension monitoring strategies in reading comprehension 132
7.2.3 Metacognitive strategy training and metacognitive strategy use 134
7.2.4 Metacognitive strategy training and reading proficiency 134
7.2.5 Metacognitive strategy training and self-regulated reading 135
7.3 Implications of the study 136
7.3.1 Theoretical implications 136
7.3.2 Methodological implications 138
7.3.3 Pedagogical implications 139
7.4 Limitations of the study 142
內容試閱：
Anderson 2004: 1 says "even when students can read in their second language, much of their reading is not fluent, [and they] are not actively engaged with the text in a meaningful way". The ability to read at a reasonable speed and with good comprehension has been recognized as an important goal to be attained by EFL learners. Meanwhile, reading provides a major source of input for EFL learning and learning in general, and massive input of meaningful and comprehensible written language has been found to be associated with language learning success Krashen, 1985. Therefore, reading serves not only as the end but also as the means of EFL learning.
At the tertiary level, English reading has a special position, as university students are often expected to search for information written in English for academic purposes. With better reading ability, they will make bigger progress and achieve greater success in their academic studies Anderson, 2004. Apart from that expectation, university students in China are required to take compulsory English courses and are expected to pass national English tests, such as CET 4 and CET 6 for non-English majors and TEM-4 and TEM-8 for English majors, so reading is both tested as part of language proficiency and depended upon for language learning success. English majors, in particular, should be exposed to as much written English as possible, because they need to live up to a much higher expectation of English proficiency. The new national English Curriculum for English Majors of Higher Education 2000 specifies progressive requirements for English reading proficiency of English majors at different years of learning. Also, the national English Curriculum for English Majors First and Second Years 1989 points out that extensive reading or any other form of massive multi-topical reading in English plays a very important role in improving holistic English proficiency.
In light of the importance of reading, EFL learners should try to read effectively and extensively, and teachers need to provide aid in that endeavor, for example, by introducing metacognitive strategies. University EFL learners, especially English majors, should not only develop reading comprehension skills but also cultivate self-regulation in reading, as much of the reading needs to be done by themselves outside the classroom. Wen 2003 argues that L2 reading process is so complicated that training is necessary for learners to reach a high reading proficiency, but EFL learners often lack proper training in reading. As a result, learners tend to have insufficient knowledge of the reading process, limited ability to use reading strategies and little awareness to monitor and regulate their reading activities.
The unfavorable situation of EFL reading among Chinese university students might be changed by introducing metacognitive strategies to the reading classroom. Metacognitive strategies have been found to correlate positively with L2 reading comprehension performance Liu, 2004; Jia, 2006, and metacognitive strategies including planning, monitoring and evaluating strategies facilitate self-regulated reading Cohen, 1998; Pressley, 2002. Studies using questionnaire surveys have shown that Chinese EFL students are generally at a medium level of metacognitive knowledge of reading Yang Zhang, 2002, metacognitive awareness of reading strategies Luo et al., 2013 and metacognitive strategy use in reading Liu, 2004. These results indicate inadequacy of metacognition among Chinese EFL learners, and measures need to be taken to enhance their metacognitive level of reading.
Studies of metacognitive strategy training in reading have been conducted by researchers at home and abroad Carrell et al., 1989; Pan, 2006; Zeng, 2009; Zhang, 2012; Aghaie Zhang, 2012. Overall, the studies have found positive effects of metacognitive strategy training on reading comprehension performance, metacognitive strategy awareness or use, reading strategy transfer or autonomous reading behaviors.
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