"Metacognitive strategies to improve reading comprehension in a EFL classrrom"

Abstract

Reading comprehension is the ability to understand a text by making use of visual information and non-visual information, according to Mélida at al (2021) The first source of information reaches the brain through the eye, and the second takes into account three types of knowledge: knowledge of the language, knowledge of the topic or research topics on the subject and reading ability, taking into account the latter, reading comprehension plays a fundamental role in the teaching of English as a foreign language.

Therefore, this research proposed the use of metacognitive strategies in order to improve the reading comprehension of third grade students of the secondary school "Rafael Nieto Compeán" in the English III class during the 2021-2022 school year. Academic and personal questionnaires and a diagnostic test were used to know the context in which the didactic intervention would be developed. Based on the results obtained, three metacognitive reading strategies were determined to be developed during the intervention: open and closed questions, brainstorming and mind mapping.

The results of the proposal showed an achievement and progress in the proposed objectives in most of the students. In addition to improving their reading comprehension, it was observed that their listening and writing skills were influenced by the use of the strategies as well as the increase in vocabulary and confidence during class. It can be concluded that the metacognitive strategies applied play a vital role in facilitating reading comprehension and the acquisition of English as a foreign language.