A Proposed Metacognition-Based CALL Program to Improve EFL Students’ Reading Comprehension Skills and Motivation

Abstract

he purpose of the current study was to improve EFL secondary school students' reading comprehension skills and motivation using a proposed metacognition-based CALL program. The study was implemented on 15 EFL secondary school students. A pre-post reading comprehension skills test was designed and used as an instrument in this study to assess students' reading comprehension skills before and after the experimental treatment. In addition, a motivation for reading scale was also used as an instrument to assess students' motivation to read. The study concluded that the study group outperformed the control group in both the reading comprehension skills test and the motivation for reading scale. Therefore, the proposed metacognition-based CALL program proved to be effective to improve EFL secondary school students' reading comprehension skills and motivation. This was deduced through the effect size of the treatment on students' reading comprehension skills and motivation. As a result, the need for more researches to improve reading comprehension skills and motivation using some proposed metacognition-based CALL programs is required.