学術的な英語の読解における女子大学生のメタ認知読解方略と英語読解力の関係

抄録

This paper investigated the relationship between metacognitive reading strategies at pre-, during-, and post-reading stages among two English groups: Higher-level and Lower-level. Eighty-four participants were first-year Japanese female university students enrolled in a study abroad program. A twenty-seven-item questionnaire was conducted in the Intensive Reading Class to investigate the frequency of use at each stage. The result found that Higher-level students tend to use the strategies significantly at the post-reading stage. A factor analysis was performed identifying two factors at the post-reading stage: Reflection on Reading Materials (Factor 1) and Reflection on Reading Process (Factor 2). An independent samples t-test was performed to compare these factor scores between the two groups. There was a significant difference in Factor 1. This suggests that Higher-level students tend to reflect more on the content of the reading topics. This indicates the importance of the reflection at the post-reading stage.