Abstract:
This study explores the impact of teaching Metacognitive Reading Strategies
(MRS) via e-storybooks (ESB) on the comprehension of primary EFL young
learners. Participants (n=36) were divided into experimental and control groups. The
experimental group received MRS training using ESB, while the control group did
not. Comprehension tests followed each e-story, with both groups completing pre and post-Metacognitive Reading Strategy questionnaires (MRSQ). The experimental
group also filled an attitude questionnaire about MRS instruction via ESB.
Results show no statistically significant difference in comprehension between
groups, although, there was a progressive increase in U values suggests a gradual
improvement in the participants' reading comprehension. In addition, the
experimental group exhibited notable improvement in MRS usage compared to the
control group. Participant acceptance of MRS instruction through e-books displayed
no substantial difference. Qualitative data from responses provide insights into MRS
instruction's effectiveness through ESB in English language learning, contributing to
understanding ESB's potential as instructional tools for MRS. Despite limited
quantitative gains, further research is encouraged to explore preferences, enhance
practices, and maximize MRS instruction benefits via ESB in language learning
