Explore the Relationship Among Metacognition, L1 Reading Ability, L2 Language Proficiency, and L2 Reading

• In Event: Influence of Texts and Contexts on English Language Learners and Struggling Readers

Abstract

Using the statistical approach of Structural Equation Modeling, this study explored the interaction among metacognition, L1 reading ability, L2 language proficiency and L2 reading comprehension. The findings of this study provide new insights into the scholarship on L2 reading by suggesting that metacognition is the common underlying proficiency across L1 reading ability and L2 language proficiency and provides a platform for both cognitive and linguistic factors to work in tandem for L2 reading comprehension. Furthermore, the results revealed that L2 language proficiency and L1 reading ability establish the grounds for metacognition to function in an effective manner. These findings have great significance for L2 reading instruction.

Author

• Lin Guo, Miami University - Middletown