The Interplay between Meta-cognitive Strategies and Reading Speed

DOI

10.2991/mmetss-19.2019.43How to use a DOI?

Keywords

Meta-cognitive strategies, Reading speed, Interplay.

Abstract

The aim of this study was to investigate the interplay between meta-cognitive strategies and reading speed in Chinese EFL learners. This paper employed the method of empirical research, and randomly selected 87 Chinese students from a university in Jilin province as the survey objects. 87 Chinese EFL learners aged from 19 to 22 years who were enrolled in the required English class participated in this study. Questionnaire related to students’ meta-cognitive strategy was administered and a reading comprehension test was to evaluate students’ reading speed. The correlation coefficient was used to analyze the data. Results have shown that there is a positive relationship between students’ meta-cognitive strategy use and reading speed. In terms of meta-strategy categories, the three groups of reading speed showed the same priority of strategy use in the reading speed test. The findings indicate that the strategy use functions as the predictor of the learners’ reading proficiency level.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Shen Wei
PY  - 2019/10
DA  - 2019/10
TI  - The Interplay between Meta-cognitive Strategies and Reading Speed
BT  - Proceedings of the 2019 4th International Conference on Modern Management, Education Technology and Social Science (MMETSS 2019)
PB  - Atlantis Press
SP  - 225
EP  - 228
SN  - 2352-5398
UR  - https://doi.org/10.2991/mmetss-19.2019.43
DO  - 10.2991/mmetss-19.2019.43
ID  - Wei2019/10
ER  -