| dc.description.abstract | Language learning strategy theory is developed
with multitude of approaches employed by the researchers
in the field of linguistics and cognitive science. The
postulated theories on Strategy-Based Instructions (SBI)
reflect that language learning strategies are teachable and
learners can be benefited from coaching in learning
strategies. In this study, the significance of the strategybased instruction was tested by implementing
metacognitive strategy instructions to enhance reading
comprehension skills in English as a Second Language (ESL)
classroom. The study aims at examine the validity of the
claim; the language proficiency level of the ESL students can
be enhanced by implementing strategy-based language
teaching approaches in ESL context. Moreover, the primary
objective of the study determines how effective and explicit
instruction in metacognitive strategies assist students to
enhance their reading comprehension skills in secondary
level education. A sample of grade 13 students in St. Joseph
Balika Vidyala, Kegalle has been investigated by assigned
them into an experimental group and a control group.
Chamot & O'Malley’s (1994) Cognitive Academic Language
Learning Approach (CALLA) is chosen to apply in the
metacognitive strategy training. The metacognitive
strategy instructions were implemented for the
experimental group with the intention of developing their
reading comprehension skills. Yet, this approach is not used
for the control group. In order to identify the validity and
the reliability of teaching metacognitive strategies a pretest and a post-test which comprise reading comprehension
test items were administered. A quantitative data analysis
approach was implemented where the analysis of the pre
and post test scores of the experimental group depicted a
statistically significant progress. Thus, the study elucidates
that the strategy-based language teaching should be
incorporated into the methodology followed in language
classes, particularly in EFL context. | |
