The Impact of Instructional Program Based on Metacognitive Reading Strategies on Reading Anxiety and its Motivation Among the Eighth Grade Female Students of English Language

Abstract

This study aims to assess the effect of using metacognitive reading strategies on reading anxiety and its motivation among students of English language. The sample of this study was (41) female eighth grade students. The sample was randomly divided into two groups; the experimental group and the control group. To achieve the aims of this study, a training program has been developed based on metacognitive reading strategies. The program consists of (12) classes, in addition to the introductory and the final sessions. Two self-report questionnaires were used to measure the learners’ motivation for reading in English language (Saito, Garza & Horwitz, 1999), and foreign language reading anxiety (Jeongyeon, 2015) after verifying their validity and reliability. The results revealed statistically significant differences between the mean scores of student's performance on foreign language reading anxiety scale in favor of the experimental group, who received instruction of metacognitive reading strategies, where the level of anxiety in the experimental group decreased significantly, compared to the control group. Also, the results revealed statistically significant differences between the mean scores of student's performance on the scale of extrinsic motivation for reading in English language, in favor of the experimental group. No significant differences were found between the groups on the scale of intrinsic motivation for reading in English language.