The effects of using an experimental strategy training tool on reading comprehension, engagement, and metacognitive awareness

Abstract

This study explores the effects of metacognitive strategy training, delivered online, or in-class, on reading comprehension, engagement, and metacognitive awareness of adult learners of English. The participants were 84 students in a preparatory school of a private university. The in-class group received metacognitive strategy training delivered by the teacher, the online tool group received the same training via an experimental tool, and the control group followed regular reading lessons based on the textbook. The online tool specifically designed for the study was based on the design principles of multimedia learning, and scaffolding design guidelines recommended for learning software. Pre and post-tests were conducted to compare the difference scores in reading comprehension. Metacognitive awareness and classroom engagement inventories were filled out before and after the study. Feedback from the participants in the online tool group was also collected. The findings showed that the online tool group significantly outscored the control group in terms of reading comprehension and metacognitive awareness. The in-class group outperformed the online-tool and the control group in terms of engagement. The feedback from the online tool group indicated that the implementation was considered useful. The findings of the study provide support for reading strategy training with carefully designed online scaffolding tools for adult learners of English, especially at lower proficiency levels. Recommendations and guidelines are offered for instructional design, as well as online scaffolding tool design for comprehensive metacognitive strategy training and reading strategy practice.