Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context

Abstract

Successful reading necessitates the application of metacognitive reading strategies, which have been proven to be effective in enhancing comprehension in EFL contexts. This quasiexperimental study, thus, aimed to implement a problem-based learning method (PBL) in an EFL instructional setting to investigate its effect on EFL learners’ metacognitive reading strategies awareness and use and their comprehension ability. Two groups of students at the elementary level, one experimental (N = 40) and one control (N = 40) were selected. Their homogeneity in English proficiency was probed by Key English Test (KET). The experimental group received PBL and the control group followed the explicit lecture-based teaching method. The two groups completed pre- and posttest of metacognitive awareness of reading strategies inventory (MARSI) and reading comprehension. The findings based on univariate analysis of covariance indicated that the experimental group had high metacognitive reading strategies awareness and enhanced their comprehension ability to a high extent. Practitioners should pay special attention to the PBL method in EFL contexts if they want to enhance metacognitive strategies awareness and cultivate effective reading.