The Effectiveness of Meta-Comprehension Strategy Use in Improving Freshmen Faculty of Education Reading Comprehension and Reducing their Reading Anxiety

Abstract

The present research aimed at investigating the effectiveness of meta-comprehension strategy use in improving EFL freshmen reading comprehension and reducing their EFL reading anxiety. Accordingly, a pre-post reading test and a pre-post English as a foreign language reading anxiety scale were designed to determine the effect of the suggested strategies before and after running the research. The selected sample consisted of 90 EFL students at Faculty of Education, Ain Shams University (N.90). The analysis of data found (using the one-sample t. test) revealed higher significance in favor of the post administration of the EFL pre-post reading test. The data analysis (using the one sample t. test) also revealed satisfying decrease in the sample’s EFL reading anxiety in favor of the post administration of the EFL reading anxiety scale. Developing the sample’s reading skills enhanced their comprehension and reduced their EFL reading anxiety. Discussion of findings, recommendations and suggestions for further studies were also offered. Finally, it was concluded that the study provided evidence for the success of the proper use of meta-comprehension strategies in enhancing EFL reading comprehension and reducing their EFL reading anxiety.