Lawrence Jun Zhang
Awareness in Reading: EFL Students' Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment
study shows results action research study effects using blended methodology develop reading metacognitive awareness 19 lowproficiency students public school ibague colombiaseven sessions carried two months half total 21 hoursthe metacognitive reading strategies taught directly chosen based marsi metacognitive awareness reading strategies inventory questionnaire applied prestagethe mixed method used analyze datathe researcher measured learners reading performance frequency use reading strategies means pre post reading test marsion hand data collection instruments teachers journal students reading logs interviews used measure participants reading metacognitive awareness effect using technology enhanced language learning activitiesthe quantitative analysis shows interventions significant impact overall students reading proficiencythe qualitative analysis indicates blended methodology helped learners increase metacognitive awareness able plan monitor selfevaluate reading process