INVESTIGATING THE EFFECTS OF METACOGNITIVE READING STRATEGIES INSTRUCTION INTEGRATED WITH E-STORYBOOKS ON EFL PRIMARY STUDENTS' READING COMPREHENSION

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