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ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency
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Hong-Nam, Kay – TESL-EJ, 2014
This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…
Descriptors: High School Students, Metacognition, English (Second Language), Second Language Learning