Aleph
Volume 12, Numéro 3, Pages 73-88
2025-09-25
Enhancing Algerian Efl Students’ Use Of Analytic And Pragmatic Metacognitive Reading Strategies Through Reciprocal Teaching
Authors : Sebbah Loubna .
Abstract
Reading comprehension is often viewed as a complex undertaking that embodies a set of interwoven socio-cognitive processes and that requires careful use of metacognitive reading strategies. Within the framework of social constructivism, this study focuses on the use of reciprocal teaching as an explicit strategy instruction to level up students’ use of metacognitive reading strategies in reading comprehension. Thus, this research aims to investigate the impact of using reciprocal teaching on developing Algerian EFL students’ analytic and pragmatic metacognitive reading strategies use and on enhancing their reading comprehension ability. To this end, a pre-experiment involving a one group pretest-posttest design was conducted with 60 second year EFL subjects in the department of English at the University of Algiers 2. Two research instruments, a reading strategy use questionnaire and a reading test, were used to fulfill the study objectives. Findings of the present study divulge that the subjects’ use of analytic and pragmatic metacognitive reading strategies in reading tasks was developed. In addition, the subjects’ reading comprehension ability was enhanced significantly as a result of reciprocal teaching. The study concludes with avenues for future research.
Keywords
reading comprehension ; reciprocal teaching ; analytic strategies ; pragmatic strategies ; metacognition
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