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THE IMPACT OF METACOGNITIVE STRATEGIES ON READING
COMPREHENSION IN FRENCH LANGUAGE LEARNERS
Narzulloyeva Dilfuza Bahriddin qizi
Student of the Faculty of Foreign Languages of Bukhara State University
Abstract:
This study examines the impact of metacognitive strategies on
reading comprehension among beginner-level learners of French as a Foreign
Language (FLE). Metacognitive strategies, including planning, monitoring, and
evaluating, enable learners to regulate their cognitive processes and enhance
understanding of complex texts. Through a mixed-methods approach, this research
investigates how explicit instruction in these strategies influences learners’ ability to
comprehend and analyze authentic French reading materials. The findings reveal a
significant improvement in reading comprehension scores and increased learner
awareness of effective reading techniques. This study underscores the pedagogical
importance of integrating metacognitive strategy training into FLE curricula to foster
autonomous and proficient language learners.
Keywords:
Idiomatic expressions, French as a Foreign Language (FLE),
language learning, cognitive regulation, beginner learners, authentic materials.
INTRODUCTION
Reading comprehension is widely recognized as a critical skill in foreign
language acquisition, enabling learners to access, interpret, and critically evaluate
written texts. In the context of French as a Foreign Language (FLE), reading
proficiency is essential not only for academic success but also for effective
communication and cultural understanding. However, developing strong reading
comprehension skills remains a challenge for many learners, particularly those at the
beginner level, due to the inherent complexity of French syntax, vocabulary, and
idiomatic expressions.
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Recent research in second language acquisition has emphasized the
importance of metacognitive strategies learners’ ability to plan, monitor, and evaluate
their own cognitive processes as vital tools in enhancing reading comprehension
(Flavell, 1979; Baker & Brown, 1984). Metacognition refers to “thinking about
thinking” and encompasses a range of self-regulatory practices that help learners
become more aware of how they process information and how to adjust their reading
approaches to optimize understanding (Veenman, Van Hout-Wolters, & Afflerbach,
2006).
Several scholars have explored the relationship between metacognitive
strategy use and language comprehension. For instance, Vandergrift and Goh (2012)
highlighted that explicit instruction in metacognitive strategies leads to improved
comprehension outcomes and greater learner autonomy. Similarly, Carrell (1989)
demonstrated that metacognitive awareness enables learners to better predict text
content, recognize comprehension failures, and employ corrective techniques. These
findings have been supported by research in various languages, including English,
Spanish, and Mandarin, but studies focusing specifically on French language learners
remain limited.
In the context of FLE, it is crucial to investigate how metacognitive strategies
can be effectively integrated into reading instruction to assist learners in overcoming
difficulties posed by unfamiliar lexical items, complex grammatical structures, and
cultural references. Authors such as Koda (2005) and Anderson (2008) argue that
metacognitive strategy training can significantly reduce cognitive load, allowing
learners to allocate mental resources efficiently during reading tasks.
Despite the recognized benefits, research on the application of metacognitive
strategies among beginner French learners is sparse, particularly in non-immersion
educational settings. This gap underscores the need for empirical studies examining
the impact of explicit metacognitive strategy instruction on reading comprehension
performance in FLE classrooms.
METHODS
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The study involved 40 beginner-level learners of French as a Foreign
Language (FLE) enrolled in a university language program. The participants, aged
between 18 and 22, had completed basic introductory French courses but had limited
experience with metacognitive strategy instruction. They were randomly divided into
two groups: an experimental group (n=20), which received explicit training in
metacognitive reading strategies, and a control group (n=20), which followed the
regular curriculum without such instruction.
The intervention lasted for eight weeks, with two 90-minute sessions per
week. The experimental group participated in metacognitive strategy training
integrated into their reading lessons, while the control group engaged in traditional
reading activities without explicit focus on metacognition.
The metacognitive training focused on three key strategies:
1.
Planning
: Activating prior knowledge and setting reading goals before
engaging with the text.
Example exercise: Before reading the passage, learners answered
questions such as:
“Que sais-tu déjà sur ce sujet?”
(What do you already know about
this topic?) and
“Quels sont tes objectifs en lisant ce texte?”
(What are your goals
when reading this text?).
2.
Monitoring
: Encouraging learners to self-assess their understanding
during reading.
Sample task: While reading, learners highlighted or underlined
unfamiliar words or phrases, e.g.,
“Le développement durable”
, and noted
comprehension difficulties in the margins. They answered prompts such as:
“Est-ce
que je comprends ce paragraphe?”
(Do I understand this paragraph?).
3.
Evaluating
: Reflecting on comprehension after reading to identify
successful strategies and areas for improvement.
Post-reading activity: Learners completed a checklist with items like
“Ai-je compris le message principal?”
(Did I understand the main message?) and
“Quelles stratégies m'ont aidé?”
(Which strategies helped me?).
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Authentic and level-appropriate French texts were selected to ensure cultural
relevance and linguistic challenge. Examples included short articles from
Le Petit
Journal
, adapted narratives, and simple expository texts on topics such as
environment, daily life, and French culture. Sample reading passage extract:
“Le
recyclage est une pratique essentielle pour protéger notre planète. En triant les
déchets, nous réduisons la pollution et économisons les ressources naturelles.”
Following the text, learners completed exercises aimed at applying
metacognitive strategies:
Vocabulary Matching
Match the French words with their English equivalents:
o
Le recyclage
— a) Recycling
o
La pollution
— b) Pollution
o
Les ressources naturelles
— c) Natural resources
Comprehension Questions
o
Quel est le but du recyclage selon le texte?
(What is the purpose of
recycling according to the text?)
o
Comment le recyclage aide-t-il à protéger la planète?
(How does
recycling help protect the planet?)
Self-Monitoring Checklist
Learners tick off statements such as:
“J'ai compris chaque phrase.”
(I
understood every sentence.) and
“J'ai utilisé un dictionnaire pour les mots inconnus.”
(I used a dictionary for unknown words.)
Pre- and post-tests measured participants’ reading comprehension through
multiple choice and open ended questions based on new French texts. Additionally,
learners’ reflective journals were collected weekly to analyze the use and awareness
of metacognitive strategies qualitatively.
Quantitative data were analyzed using paired t-tests to compare pre- and post-
test scores within and between groups. Qualitative data from journals were coded
thematically to identify patterns in strategy use and learner perceptions.
RESULTS
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The results of the study revealed a statistically significant improvement in the
reading comprehension abilities of the experimental group who received
metacognitive strategy training, compared to the control group.
The pre-test mean score of the experimental group was 56.2%, while the post-
test score increased to 78.6%. In contrast, the control group showed only a marginal
increase from 55.4% to 60.3%. A paired sample t-test confirmed that the improvement
in the experimental group was statistically significant (p < 0.01), indicating that the
use of metacognitive strategies had a positive effect on reading comprehension.
Learner journals and post-lesson reflections from the experimental group
indicated an increased awareness of their reading processes and a higher level of
engagement with texts. Students reported that planning and monitoring helped reduce
anxiety when encountering unfamiliar vocabulary or structures:
“Quand j’ai activé mes connaissances avant de lire, j’ai mieux compris
le texte.”
(“When I activated my prior knowledge before reading, I understood the text
better.”)
“Pendant la lecture, j’ai utilisé une stratégie pour deviner le sens des
mots inconnus, comme ‘ressources naturelles’.”
(“During reading, I used a strategy to
guess the meaning of unknown words, such as ‘ressources naturelles’.”)
The experimental group also outperformed the control group on in-class
comprehension tasks based on authentic French materials. For example, after reading
the passage:
“La biodiversité est essentielle pour maintenir l’équilibre des
écosystèmes. Chaque espèce joue un rôle dans la chaîne alimentaire.”
They answered the following questions with greater accuracy:
-
Qu’est-ce que la biodiversité permet de faire ? (What does biodiversity
help to do?) 90% of the experimental group answered correctly and 60% in the control
group.
-
Pourquoi chaque espèce est-elle importante ? (Why is each species
important?) 85% correct (experimental) and 55% (control)
In vocabulary recognition tasks, the experimental group showed improved
lexical retention due to pre-reading strategy use. For instance, after completing a
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vocabulary-matching activity with terms like “chaîne alimentaire, équilibre, espèce”,
students in the experimental group retained 70% of the new terms in a follow up quiz,
compared to 42% in the control group.
DISCUSSION
The findings of this study demonstrate that metacognitive strategy instruction
significantly enhances reading comprehension among beginner-level learners of
French as a Foreign Language. The notable improvement in the experimental group's
post-test scores, as well as their superior performance in comprehension exercises and
vocabulary retention, supports the assertion that metacognitive awareness plays a
critical role in foreign language reading.
These results align with previous research conducted by Vandergrift and Goh
(2012), who emphasized that metacognitive strategies promote learner autonomy and
deeper textual engagement. Similarly, Carrell (1989) found that learners trained in
such strategies were better able to identify the main ideas and monitor their own
understanding skills that were echoed in our participants’ self-reports.
One of the most effective components observed in the current study was
pre-
reading planning
, where learners activated prior knowledge and set reading goals.
This not only improved comprehension but also increased learner confidence. For
example, before reading a passage about environmental issues, students in the
experimental group responded to prompts such as
“Qu’est-ce que tu sais sur le
changement climatique?”
(What do you know about climate change?), which helped
them engage with the text more meaningfully.
Furthermore,
monitoring strategies
, such as identifying comprehension gaps
and guessing word meanings in context, proved to be instrumental. Students’ journals
revealed that they used contextual clues to infer meanings of expressions like
“chaîne
alimentaire”
or
“effet de serre”
, rather than relying solely on dictionaries. This kind
of active engagement aligns with what Afflerbach, Pearson, and Paris (2008) describe
as “strategic reading behavior,” wherein learners dynamically interact with the text
rather than passively decode it.
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Post-reading
evaluation strategies
encouraged learners to reflect on their
understanding and the strategies that helped them succeed. By answering reflective
questions such as
“Quelle stratégie m’a aidé aujourd’hui ?”
(Which strategy helped
me today?), learners became more conscious of their learning process, a
metacognitive shift essential for long-term language development.
The control group, which did not receive metacognitive training, showed
minimal progress, likely due to a lack of self-regulatory reading techniques. This
supports Koda’s (2005) claim that strategy poor learners are often overwhelmed by
foreign texts and struggle with comprehension unless taught how to approach reading
systematically.
It is also worth noting that the use of
authentic French materials
played a
vital role. The incorporation of real world texts not only increased learner motivation
but also contextualized vocabulary and structures in a meaningful way. This is
consistent with the findings of Gilmore (2007), who advocates for authentic input as
a catalyst for both linguistic and cognitive development.
In summary, the study confirms that metacognitive strategies when explicitly
taught and systematically applied enhance reading comprehension, vocabulary
acquisition, and learner confidence in FLE contexts. These findings offer strong
support for the integration of metacognitive strategy instruction into beginner-level
French curricula.
CONCLUSION
This study provides clear empirical evidence that metacognitive strategies
significantly enhance reading comprehension in beginner level learners of French as
a Foreign Language (FLE). Through structured training in planning, monitoring, and
evaluating, learners developed greater awareness of their own reading processes,
which enabled them to interact with texts more purposefully and effectively. The
substantial improvement in the experimental group’s post-test performance, coupled
with their reflective engagement in reading tasks, underscores the pedagogical value
of explicitly incorporating metacognitive instruction into foreign language curricula.
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The research highlights several key implications for language educators. First,
teaching metacognitive strategies should not be reserved for advanced learners; even
beginners can benefit when these strategies are scaffolded appropriately. Second,
combining metacognitive training with authentic French materials such as articles,
dialogues, and informational texts maximizes learners’ exposure to real world
language while simultaneously supporting strategy development. This dual focus not
only improves comprehension outcomes but also fosters learner autonomy, critical
thinking, and confidence.
Moreover, the qualitative findings from learner journals suggest that students
who engage in metacognitive reflection are more likely to transfer these strategies to
other language learning contexts, including listening and writing. As a result,
metacognitive strategy training serves not only as a tool for improved reading
comprehension, but also as a foundation for holistic language proficiency.
In conclusion, integrating metacognitive strategy instruction into FLE
programs is a research-backed, learner centered approach that equips students with
the tools needed to become independent, strategic readers. It shifts the focus from
passive reading to active meaning-making, empowering learners to take control of
their comprehension and long-term language development.
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