抄録
Although studies on cognitive strategies involving the use of think-aloud methods
and questionnaires in Second Language (L2) reading form a major portion of strategy
assessment research, these studies have been conducted outside the classroom-learning
context. In this respect, learning journals, logs, and portfolios are used by learners and
teachers in the classroom context. These materials help teachers investigate the strategy
usage and development of L2 learners. However, previous studies using these classroombased
assessment methods have not assessed learners’ metacognition and the
development of profound cognitive strategy use in their learning process. This study used
five successful learners’ portfolios from among 16 Japanese university students to explore
these learners’ metacognition and higher-level cognitive strategies. The results revealed
that four learners used the interactive reading approach, whereas one learner indicated
awareness of text genre in the first entry. In the second entry, to improve their strategy
application for better comprehension of a text, all five students maintained their strategy
assessment and applied higher-level strategies through their reflections. L2 classroom
teachers can utilize reading portfolios to allow learners to monitor and assess their
strategy use and facilitate learners’ strategy development.
