The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores
Bibliographic Data
| ID | 22044463 |
|---|---|
| Authors | Ray J T Liao (0000-0003-4246-1449, National Taiwan Ocean University), Kwangmin Lee (0000-0003-0453-7617, Western Michigan University) |
| Year | 2024 |
| Volume | 14 |
| Issue | 4 |
| Pages | 370 |
| Publication date | 2024-04-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14040370 |
| OpenAlex | W4393899618 |
| Language | EN |
| Citations received | 2 |
| References cited | 46 |
In the context of L2 academic reading, teachers tend to use a variety of question formats to assess students’ reading comprehension. Studies have revealed that not only question formats but also L2 language proficiency might affect how students use metacognitive strategies. Moreover, studies have determined that students’ L2 reading comprehension is positively influenced by their metacognitive knowledge, though whether this positive influence is reflected in students’ test scores is still under debate. This study therefore adopted path analyses to investigate the relationship between metacognitive knowledge, L2 reading proficiency, L2 reading test scores, and question formats. A total of 108 ESL students took English reading tests in multiple-choice and short-answer question formats and completed a reading strategy survey to measure their metacognitive knowledge of three types of strategies: global, problem-solving, and supporting. In both question formats, path analyses indicated that (1) metacognitive knowledge contributed to L2 reading test scores and (2) students’ L2 reading proficiency mediated the impact of metacognitive knowledge on their test performance. Moreover, path analyses revealed that question formats might play an important role in altering the impact of metacognitive knowledge on L2 reading test scores. Implications for instruction and L2 reading assessment are discussed
Cognition · Cognitive psychology · Language proficiency · Linguistics · Mathematics education · Metacognition · Natural language processing · Reading comprehension · Second language · Computer Science · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology
Reading in a Second Language
Metacognition in Educational Theory and Practice
Assessing Reading
Comprehension and Knowledge Components That Predict L2 Reading
The predictive power of vocabulary, syntax and metacognitive strategies for L2 reading comprehension
Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception
Multiple-choice and open-ended items in reading tests
A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance
I want to go back to the text
How assessing reading comprehension with multiple-choice questions shapes the construct
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance
Metacognitive beliefs and strategies in learning Chinese as a foreign language
The impact of metacognitive scaffolding and monitoring on reading comprehension
L2 multiple-documents comprehension
The Interaction between Task and Meaning Construction in EFL Reading Comprehension Tests
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners
Language proficiency and reading ability in first‐ and second‐language learners
Metacognition and cognitive monitoring
Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students
Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension
An Analysis of the Relationships Between Test Takers' Cognitive and Metacognitive Strategy Use and Second Language Test Performance
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |