Abstract
This study sought to re-examine the effects of oral reading ability (ORA) and English ability (EA) on metacognition of oral reading (MOR) for Japanese senior high school students. Mivasako (2002) surveyed the students' (n = 120) MOR with a questionnaire and extracted four factors with fifty-one items relevant to them, and showed that their MOR had a significant relationshzp with their ORA and E.A. However, the research did not reveal how their MOR would be different depending on their ORA and E.A, which was the purpose of the present study. In this study, the participants 'MOR was compared between the upper and lower groups of ORA and E.A. The results showed: (a) the upper-ORA group had significantly higher means of MOR than the lower group mainly in Factor I (perceptions on what you can do or strategies you can use in reading aloud); (b) the upper-EA group had significantly higher means of MOR than the lower group mainly in Factors I and IV (perceptions on performing reading-aloud); and (c) E.A. was a significant predictor of MOR in Factors I, II (perceptions on effective strategies in reading aloud) and IV for the upper- and lower-ORA groups, but ORA significantly predicted MOR only in a few items for the E.A. groups.
