CHAPTER 1 INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Research Questions

1.5 Significance of the Study

1.6 Definitions of the Operational Terms

1.7 Outline of the Dissertation

1.8 Summary

CHAPTER 2 REVIEW OF THE RELATED LITERATURE

2.1 Reading Theories：Reading Comprehension Views

2.1.1 A Behavioral-based View

2.1.2 A Cognitive-based View

2.1.3 A Metacognitive-based View

2.1.4 Reading Theories and the Present Study

2.2 Reading Models

2.2.1 Bottom-up Model

2.2.2 Top-down Model

2.2.3 Interactive Model

2.2.4 Reading Models and the Present Study

2.3 Theoretical Foundation：Metacognition

2.3.1 Definitions and Classifications of Metacognition

2.3.2 Metacognitive Knowledge and Reading Comprehension

2.3.3 Metacognitive Regulation and Reading Comprehension

2.3.4 Metacognitive Strategies and Reading Comprehension

2.3.5 Relevance to the Present study

2.4 Pedagogical Foundation：Metacognitive Strategy Training

2.4.1 Studies on Metacognitive Strategies Training in Reading in Other Countries

2.4.2 Studies on Metacognitive Strategies Training in Reading in China

2.4.3 Implications for the Present Study

2.5 Metacognitive Strategy Training Approaches

2.5.1 The Reciprocal Teaching Approach

2.5.2 The Transactional Strategy Instruction

2.5.3 The Cognitive Academic Language Learning Approach

2.5.4 Implications for the Present Study

2.6 A Metacognitive Strategy Training Model of Academic Reading Comprehension（MSTARC）

2.7 Summary

CHAPTER 3 RESEARCH METHODOLOGY

3.1 Rationale for the Research Methodology

3.2 Participants

3.3 Research Instruments

3.3.1 Background Information Questionnaire

3.3.2 Metacognitive Strategies Questionnaire （MSQ）

3.3.3 Reading Comprehension Test

3.3.4 Students'Journals

3.3.5 Questionnaire

3.3.6 Semi-structured Interview

3.4 Data Collection Procedures

3.4.1 The Overall Experimental Procedures

3.4.2 The Metacognitive Reading Strategy Training Model

3.5 Data Analysis

3.5.1 Descriptive Statistics

3.5.2 Independent-sample t-tests

3.5.3 Paired-sample t-tests

3.5.4 Pearson Correlation Analyses

3.5.5 Regression Analyses

3.5.6 Qualitative Analysis

3.6 The Pilot Study

3.6.1 Participants

3.6.2 Data Collection Procedures

3.6.3 Data Analysis

3.6.4 Implications for the Main Study

3.7 Summary

CHAPTER 4 RESULTS

4.1 Answer to Research Question 1

4.1.1 Data from MSQ

4.1.2 Data from Semi-structured Interview

4.2 Answer to Research Question 2

4.2.1 Data from the Reading Comprehension Test

4.2.2 Data from the Semi-structured Interview

4.3 Answer to Research Question 3

4.3.1 Correlation between Metacognitive Strategy Use and English Reading Comprehension Achievement

4.3.2 Causal Effects of Metacognitive Strategy Use on English Reading Comprehension Achievement

4.4 Answer to Research Question 4

4.4.1 Data from the Questionnaire

4.4.2 Data from the Journal

4.4.3 Data from the Semi-structured Interview

4.5 Summary

CHAPTER 5 DISCUSSION

5.1 Effects of the Metacognitive Strategy Training on Reading Comprehension

5.1.1 The EFL Students'Metacognitive Strategy Use

5.1.2 The Effects of Metacognitive Strategy Training on the Reading Comprehension

5.1.3 Correlation between Metacognitive Strategy Use and English Reading Comprehension Achievement

5.1.4 Causal Effect of Metacognitive Strategy Use on English Reading Comprehension Achievement

5.2 Students'Attitudes towards the Metacognitive Strategy Training for Reading Comprehension

5.2.1 Positive Attitudes

5.2.2 Neutral and Negative Attitudes

5.3 Summary

CHAPTER 6 CONCLUSION

6.1 Summary of the Study

6.2 Pedagogical Implications

6.3 Limitations of the Study

6.4 Recommendations for Future Research

REFERENCES

APPENDICES