AbstractThe main purposes of this study were to (1) develop a Metacognitive Strategies Use Questionnaire (MSUQ) of English reading comprehension for senior high students and (2) explore the relationship between MSUQ and reading comprehension, which would also be the evidence of the criterion-related validity of MSUQ. The 764 Taiwan participants in their second year of senior high took an 11-item, multiple-choice English reading comprehension test, followed by the self-report Metacognitive Strategies Use Questionnaire (MSUQ).
Results revealed that: (1) the internal consistency coefficient of MSUQ was .87. Moreover, results of the exploratory factor analysis showed that MSUQ was unidimensional, and 37.12% variances could be explained by 18 items of MSUQ; (2) the relationship between the MSUQ and reading comprehension was positive, and MSUQ could explained 11% variances of reading comprehension.
Finally, the results of this study were discussed and the suggestions to school implication and further research were proposed.
|Date of Award||2004|
|Supervisor||Wei-Ming Luh (Supervisor)|
- English reading
- reading comprehension
- use of metacognitive strategies
- senior high students