SHS Web of Conferences
Volume 26, 2016ERPA International Congresses on Education 2015 (ERPA 2015)
|Number of page(s)||8|
|Published online||26 April 2016|
Metacognitive awareness of TOEFL reading comprehension strategies
Kazan Federal University, 4, Butlerov st., Kazan, 420012, Russia
a Corresponding author: firstname.lastname@example.org
The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.
Key words: Reading comprehension / metacognitive awareness / context clues / reading strategies / TOEFL
© Owned by the authors, published by EDP Sciences, 2016
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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