A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy

Q2 Social Sciences Journal of College Reading and Learning Pub Date : 2022-09-30 DOI:10.1080/10790195.2022.2121784

E. Moradi, Z. Ghapanchi, R. Pishghadam

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Abstract

ABSTRACT This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension test along with the emotioncy scale and a standardized reading strategies questionnaire. Fitted regression models, a t-test, and a Mann-Whitney U test were utilized to analyze the data. The findings showed that higher levels of emotioncy may lead to higher scores in a reading comprehension test. Moreover, the learners who had higher levels of emotioncy employed more cognitive and metacognitive reading comprehension strategies and all their related sub-scales. Finally, the results revealed that the emotioncy level is a stronger predictor of reading comprehension success compared to the reading strategies employed by EFL learners. In the end, the findings were discussed in the context of language education and implications were provided.

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从情感角度探讨认知和元认知阅读策略的使用及阅读理解测试成绩

摘要本研究旨在探讨英语学习者的情绪(感觉诱发情绪)、阅读策略使用和阅读理解测试成绩之间的潜在关系。为此，本研究要求514名中高级英语学习者完成30项多项选择阅读理解测试、情绪量表和标准化阅读策略问卷。采用拟合回归模型、t检验和Mann-Whitney U检验对数据进行分析。研究结果表明，情绪水平越高，在阅读理解测试中得分越高。此外，情绪水平较高的学习者使用更多的认知和元认知阅读理解策略及其所有相关子量表。最后，研究结果显示，情绪水平对英语学习者的阅读理解成功有较强的预测作用。最后，本文在语言教育的背景下对研究结果进行了讨论，并提出了启示。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

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期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.