The use of cognitive and metacognitive strategies in collaborative strategic reading for comprehension an investigation among first year students in felte ulis

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

THE USE OF COGNITIVE AND METACOGNITIVE
STRATEGIES IN COLLABORATIVE STRATEGIC
READING FOR COMPREHENSION: AN
INVESTIGATION AMONG FIRST-YEAR STUDENTS
IN FELTE, ULIS

Supervisor: Phạm Hoàng Long Biên (M.A)
Student: Nguyễn Thanh Hoa
Course: QH2011.F1.E2

Hanoi – 2015
i


ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SƯ PHẠM TIẾNG ANH

KHÓA LUẬN TỐT NGHIỆP

CHIẾN THUẬT NHẬN THỨC VÀ SIÊU NHẬN THỨC TRONG
HOẠT ĐỘNG HỢP TÁC ĐỌC HIỂU: MỘT NGHIÊN CỨU VỀ
SINH VIÊN NĂM NHẤT KHOA SƯ PHẠM TIẾNG ANH,
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ-ĐẠI HỌC QUỐC GIA HÀ NỘI

Giáo viên hướng dẫn: Thạc sĩ Phạm Hoàng
Long Biên
Sinh viên: Nguyễn Thanh Hoa
Khóa: QH2011.F1.E2

HÀ NỘI – 2015
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Signature of Approval:

Supervisor:

iii


ACCEPTANCE PAGE
I hereby state that I: Nguyễn Thanh Hoa (QH2011.F1.E2), being a candidate for
the degree of Bachelor of Arts (TEFL) accept the requirements of the University
relating to the retention and use of Bachelor‘s Graduation Paper deposited in the
library.
In terms of these conditions, I agree that the origin of my paper deposited in the
library should be accessible for the purposes of study and research, in accordance
with the normal conditions established by the librarian for the care, loan or
reproduction of the paper.
Signature

Date
May 6, 2015.

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ACKNOWLEDGEMENT
In completion of this thesis, I would like to express deepest gratitude to my
supervisor, Mrs. Phạm Hoàng Long Biên (M.A) for her experienced guidance,
valuable comments and enthusiastic advice throughout my work.
My sincere thanks should go for all the lectures at University of Languages and
International Studies, Vietnam National University-Hanoi for their knowledge,
experience and enthusiasm in lectures during my 4 years at the university.
My deeply thank should go to Mr. Nguyễn Chí Đức (Ph.D candidate) – lecture of
Faculty of English Language Teacher Education, ULIS, VNU for his valuable
sharing and advice.
I am grateful to the first-year students in Faculty of English Language Teacher
Education for their enthusiastic and responsible participation, who spent their
valuable time to answer the questionnaire and take part in the observation.
This completion of this study would not be possible without the encouragement
and support of my family and my friends.

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ABSTRACT
Cognitive and metacognitive strategies are often claimed to have significant
influence

on

learner‘s

language

learning

process,

especially

reading

comprehension. The effect is also the same with collaborative strategic reading.
Recognizing the stunning effect of these strategies on reading comprehension, the
author would like to investigate the current use of cognitive and metacognitive
strategies in collaborative strategic reading for comprehension. This research
mainly figures out the frequency in the use of cognitive and metacognitive
strategies in collaborative strategic reading and the effect(s) of those strategies on
comprehension.
First-year students in FELTE, ULIS are chosen to take part in this research. After
completing a questionnaire about their language learning strategies, six students
are selected for observation. One student which has high tendency in using
cognitive strategies partners with one with high frequency in using metacognitive
strategies. Together, they accomplish a reading task with seven reading
comprehension questions. The result reveals that (1) cognitive strategies tend to be
used more often than the metacognitive strategies and the most widely-used
strategies is highlighting; and (2) student‘s comprehension of the reading task is
good and there is a change in their strategy use during the reading collaboration.
Discussion and implication of the research are also included in this research.

vi

TABLE OF CONTENTS
ACKNOWLEDGEMENT ........................................................................................ v
ABSTRACT ............................................................................................................ vi
TABLE OF CONTENTS ....................................................................................... vii
LIST OF TABLE AND ABBREVIATIONS ........................................................... x
CHAPTER I: INTRODUCTION ........................................................................... 11
1. Statement of the problem and rationale for the study .................................. 11
2. Aims and objectives ..................................................................................... 12
3. Significance of the study .............................................................................. 13
4. Scope of the study ........................................................................................ 13
5. Organization ................................................................................................. 14
CHAPTER 2: LITERATURE REVIEW ............................................................... 15
1. Language learning strategies (LLS) ............................................................. 15
1.1.

Definition ............................................................................................... 15

1.2.

Classification ......................................................................................... 16

2. Definition of the key terms........................................................................... 17
2.1. Cognitive strategies .................................................................................. 17
2.2. Metacognitive strategies ........................................................................... 17
2.3. Collaborative strategic reading ................................................................. 17
3. Cognitive strategies and metacognitive strategies ....................................... 18
3.1. Cognitive strategies .................................................................................. 18
3.2.

Metacognitive strategies ........................................................................ 19

3.3.

Relationship between cognitive and metacognitive strategies .............. 20
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4. Collaborative strategic reading (CSR) ......................................................... 20
5. Previous studies ............................................................................................ 22
CHAPTER 3: METHODOLOGY .......................................................................... 24
1. Context of the study: The curriculum of FELTE, ULIS .............................. 24
2. Selection of subjects ..................................................................................... 24
3. Research instruments.................................................................................... 25
4. Procedures of data collection ....................................................................... 30
5. Procedures of data analysis .......................................................................... 31
CHAPTER 4: FINDINGS AND DISCUSSION .................................................... 32
1. Data analysis ................................................................................................ 32
1.1.

Data analysis of observation .................................................................. 32

1.1.2.

Pair 2 ......................................................................................................... 33

1.1.3.

Pair 3 ......................................................................................................... 34

1.2.

Data analysis of reading task ................................................................. 36

1.2.1.

Pair 1 ......................................................................................................... 36

1.2.2.

Pair 2 ......................................................................................................... 37

2. Findings ........................................................................................................ 40
2.1.

Research question 1 ............................................................................... 40

2.2.

Research question 2 ............................................................................... 41

3. Discussion .................................................................................................... 42
3.1.

The frequency in use of cognitive and metacognitive strategies during

the time students cooperate and do the reading task ....................................... 42

viii

3.2.

The effect of cognitive and metacognitive strategies in collaborative

strategic reading for comprehension................................................................ 44
CHAPTER 5: CONCLUSION ............................................................................... 47
1. Summary of the findings .............................................................................. 47
2. Implications of the findings.......................................................................... 48
3. Limitation of the study ................................................................................. 49
4. Suggestions for further study ....................................................................... 50
REFERENCES ....................................................................................................... 51
APPENDICES ........................................................................................................ 55
APPENDIX 1 ...................................................................................................... 55
APPENDIX 2 ...................................................................................................... 58
APPENDIX 3 ...................................................................................................... 62
APPENDIX 4 ...................................................................................................... 63

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LIST OF TABLE AND ABBREVIATIONS

LIST OF TABLE
Table 1: The frequency in use of cognitive and metacognitive strategies ............. 41

LIST OF ABBREVIATIONS
CSR

Collaborative Strategic Reading

EFL

English as Foreign Language

FELTE

Faculty of English Language Teacher Education

LLS

Language learning strategies

SILL

Strategy Inventory for Language Learning

ULIS

University of Languages and International Studies

VNU

Vietnam National University

x


CHAPTER I: INTRODUCTION
1. Statement of the problem and rationale for the study

Over the years, language learning strategies have become the interest of numerous
scholars because they can be very beneficial in fostering the learning progress and
help individuals achieve a successful learning result. Oxford (1990, p.8) once
mentions language learning strategies as ―specific actions taken by the learners to
make learning easier, faster, more enjoyable, more self-directed, more effective,
and more transferable to new situations‖. Recognizing the importance of this area,
many researchers have investigated the process that individuals approach and
control their own language learning (Rubin & Thompson, 1982; Skehan, 1989;
O'Malley and Chamot, 1990; McDonough, 1995). It can be clearly seen that if
language learners have knowledge of learning strategies and apply them into their
learning process, the results will be significantly improved. Therefore, it is
essential to equip learners with different strategies so that they can utilize and
achieve success in their language learning. Among many different language
learning strategies proposed by many scholars such as Rubin (1981), Dansereau
(1985), Oxford (1990), Stern (1992), cognitive and metacognitive strategies are
often claimed to accelerate the language learning process. This remarkable impact
is once mentioned in the research of Beckman (2002, p.3). Each type of these two
strategies both facilitates and creates a sequence in students‘ learning process.
Cognitive strategies assist students to reach a specific goal (e.g., understand a
reading text) then metacognitive strategies will confirm whether students reach
that goal (e.g., how students understand the text). Together, they make learners
conscious of their strong and weak points so that they can have some adjustments
in their learning process.
Another effective approach in learning process, especially in reading
comprehension is Collaborative Strategic Reading (CSR). According to Klingner
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and Vaughn (2000), CSR creates the interaction when learners work together and
cooperate in tasks. Students feel more comfortable in discussing and

accomplishing the tasks with their peers in a low anxiety atmosphere. CSR can
also be beneficial to linguistically diverse students as they can be assisted by their
friends in their mother tongue (students in this case are bilingual). While working
together in dealing with the tasks given, students learn from each other and attain
knowledge in their learning process.
The benefits that cognitive strategies, metacognitive strategies as well as
collaborative strategic reading bring to learners in their learning achievement are
incontrovertible. A positive correlation between the cognitive, metacognitive
strategies and reading comprehension is figured out in the research of Phakiti
(2003). The efficacy of collaborative strategic reading (CSR) in reading
comprehension is also mentioned in the doctoral thesis of Al-Roomy (2013). With
the recognition that the effect of two sets of strategies (cognitive strategies,
metacognitive strategies versus collaborative strategic reading) in reading
comprehension has not been widely discussed and remains a fairly novel concept,
the author would like to conduct research on ―The use of cognitive and
metacognitive strategies in collaborative strategic reading for comprehension‖.
This research will discover the effects of those strategies that might affect
students‘ reading comprehension in the Faculty of English Language Teacher
Education (FELTE), University of Languages and International Studies (ULIS).
2. Aims and objectives
This research mainly investigates the current situation of how learners employ
cognitive and metacognitive strategies in collaborative strategic reading for
comprehension. To be more specific, it involves the frequency in the use of
students and the effect(s) of those strategies on reading comprehension outcomes.
12


The present research attempts to find answers to the following questions:
a. How frequently do EFL students use cognitive and metacognitive strategies
in collaborative strategic reading for comprehension?

b. How might these strategies affect their comprehension?
3. Significance of the study
Although this small-scale study may not be generalized in other contexts, it is
hoped that the result could reflect the current situation of students‘ using cognitive
and metacognitive strategies in collaborative strategic reading for comprehension.
Thanks to this, teachers in ULIS can consider the combination of the two sets of
strategies in teaching reading comprehension. This research can also be beneficial
to students in a way that it can provide them useful strategies in enhancing their
reading comprehension ability and it might change their perception on pair work
and group work.
4. Scope of the study
The population of this research is first-year students in the Faculty of English
Language Teacher Education (FELTE), ULIS. First of all, they are new in the
English learning environment at university. First-year students therefore might not
have learning strategies or use them effectively. Moreover, it is convenient for the
author to access the first-year students and collect data. The author has a chance to
work with them in her teaching practicum. From two reasons above, it is essential
to implement research on those students with the aim of gaining more valuable
insights on their use of cognitive and metacognitive strategies in collaborative
strategic reading for comprehension.

13


5. Organization
The research is composed of five chapters.
Chapter 1: Introduction presents the rationale, aims, methods, scope,
significance and design of the research
Chapter 2: Literature review provides theoretical background about cognitive
strategies, metacognitive strategies and collaborative strategic reading.

Chapter 3: Methodology describes participants, data collection instruments, data
collection procedure and data analysis.
Chapter 4: Findings and discussion analyzes and discusses findings from the
data collected.
Chapter 5: Conclusion summarizes the major findings, presents limitations of the
research and gives some suggestions for further research.

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CHAPTER 2: LITERATURE REVIEW
1. Language learning strategies (LLS)
1.1.

Definition

Since 1960s, LLS has been put into investigation and become the interest of many
experts all over the world. As a result, the definition of LLS has been identified in
different ways because each researcher has defined this term within the context of
their own research. Learning strategies are defined in a very broad way at the early
stage by Rubin (1975, p.43). At that time, learning strategies are considered as
―techniques‖ or ―devices‖ that learners utilize in attaining knowledge. O'Malley
and Chamot (1990, p.1) view learning strategies in their work more specifically as
"the special thoughts or behaviours that individuals use to help them comprehend,
learn, or retain new information". The definition of learning strategies is narrowed
down from ―techniques‖ or ―devices‖ to ―special thoughts or behaviours‖. The
researchers underline the role of these learning strategies in learner‘s learning
process. These strategies are also clarified as ―specific actions, behaviours, steps,
or techniques that students (often intentionally) use to improve their progress in
developing L2 skills. These strategies can facilitate the internalization, storage,

retrieval, or use of the new language. Strategies are tools for the self-directed
involvement necessary for developing communicative ability‖ (Oxford, 2002,
p.124). The outstanding benefit of these strategies is acclaimed once again in this
definition.
From these definitions above, it can be seen that there is one common feature in
the way of identifying this term: the focus is on the function, the beneficial aspect
of language learning strategies. LLS play an important role in helping learners
develop their second language skills (listening, writing, reading and speaking).
Learners use LLS either intentionally or unintentionally (Oxford, 2002) in their
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language learning process and LLS become learners‘ effective tool in enhancing
the language success.
1.2.

Classification

Many scholars have classified language learning strategies into different systems.
Taxonomies of LLS are demonstrated based on the results of their research.
O'Malley and Chamot (1990) conduct many interviews with both experts and
beginners then put LLS into three major categories which are Metacognitive
Strategies, Cognitive Strategies, and Social Affective Strategies. Another system
of classification is proposed by Rubin (1981). The system is divided into two main
types which directly affect learning (such as clarification/verification, monitoring,
memorization, guessing/inductive inferencing, deductive reasoning, practice) or
indirectly contribute learning process (such as creating opportunity for practice,
production tricks)
Oxford (1990) invents a self-assessment classification scheme called Strategy
Inventory for Language Learning (SILL). Like Rubin‘s system, Oxford‘s

taxonomy is classified as direct and indirect strategies with 6 subcategories as
shown in the table below.
Direct strategies

Memory strategies

(directly involve the target language)

Cognitive strategies
Compensation strategies

Indirect strategies

Metacognitive Strategies

(provide indirect contribution for

Affective Strategies

language learning)

Social Strategies

This one is considered as the most eminent taxonomy among the classification
systems of other researchers. A study of Hsiao and Oxford (2002) is conducted
16


with the aim at comparing the three aforementioned sets of classification and it
brings to a conclusion that the six-type taxonomy proposed by Oxford is the most

comprehensive and detailed one among three taxonomies.
2. Definition of the key terms
2.1. Cognitive strategies
In the book ―Principles of instructional design‖ by Gagne, Brigg and Wagner
(1988), cognitive strategies are defined as the ―internal processes by which
learners select and modify their ways of attending, learning, remembering and
thinking‖ (p.67). These strategies relate to learning process in which they are
aimed at helping to organize, store the knowledge and aid in using the knowledge
when needed. The description is also added by Van Dijk and Kintsch (1983).
Cognitive strategies in their view are mental procedures that help learners to reach
a specific goal or solve a problem.
2.2. Metacognitive strategies
Brown et al (1983) coin one definition of metacognitive strategies as the skills that
help learners in managing, directing, regulating and guiding their learning process.
Metacognitive strategies are considered as indirect strategies (Oxford, 1990). They
involve in the learning process, especially in the way that a learner plans for their
learning, supervises that process and is able to evaluate the result after a learning
activity is accomplished.
2.3. Collaborative strategic reading
Collaborative strategic reading (CSR) is presented thoroughly in the thesis of AlRoomy (2013). CSR teaches learners to use the comprehension strategies when
they work together. These four reading strategies are (1) preview (before reading),

17


(2) click and clunk (during reading), (3) get the gist (during reading), and (4) wrap
up (after reading).
3. Cognitive strategies and metacognitive strategies
3.1. Cognitive strategies
These strategies involve directly the language learning process of learners and

help learners understand and produce language and they are related to mental
procedures such as thinking and reasoning. According to Oxford (1990, p.19),
cognitive strategies are divided into four subcategories as follows:
Repeating

Practicing

Formally practicing with sounds and writing
systems
Recognizing and using formulas and patterns
Recombining
Practicing naturalistically
Receiving

and

sending Getting the idea quickly

messages

Using resources for receiving and sending
messages

Analyzing and reasoning

Reasoning deductively
Analyzing expressions
Analyzing contrastive across languages
Translating
Transferring

Creating structure for input Notes-taking
and output

Summarizing
Highlighting

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In 1995, Ehrman and Oxford discover the close-knit relationship between the
cognitive strategies and language proficiency in the Strategy Inventory for
Language Learning (SILL) category. These strategies help build up a link between
the new knowledge and the already known one; they also do have great impact on
language proficiency outcomes. It is very useful for learners in their learning
process, doing assignments or storing the knowledge in a long term. Thus,
cognitive strategies are important for all learners.
3.2.

Metacognitive strategies

According to Oxford (1990, p.20), metacognitive strategies include three types as
in the table below.
Centering your learning

Over viewing and linking with already known
material
Paying attention
Delaying speech production to focus on listening

Arranging

and

planning Finding out about language learning

your learning

Organizing
Setting goals and objectives
Identifying the purpose of a language task
Planning for a language task
Seeking practice opportunities

Evaluating your learning

Self-monitoring
Self-evaluating

Metacognitive strategies supervise one‘s cognition through centering; arranging
and planning; evaluating a learning process. Many studies are carried out to
identify the importance of those strategies. Motevali (1997) and Azami (2005)
19


figured out the same outstanding effect of metacognitive strategies on
comprehension, reading and learning speed of learners (as cited in Gazorkhani,
Mashhadi & Yousefi, 2014).
3.3.

Relationship between cognitive and metacognitive strategies

As aforementioned, cognitive strategies are employed to help learners reach a
specific goal while metacognitive strategies are used to check and ensure whether
learners reach that goal or not. Thus, metacognitive strategies are used to control
cognitive performances. They help learners be fully aware of the strengths and
weaknesses in their cognitive performances and guide them as well.
4. Collaborative strategic reading (CSR)
In Al-Roomy‘s (2013), collaborative strategic reading is considered as a
fascinating technique for teaching students in reading comprehension, building
vocabulary and working together in meaningful tasks.
CSR consists of four strategies (preview, click and clunk, get the gist and wrapup).
-

Preview (before reading)

In this strategy, learners are required to brainstorm about the given topic, to
express the knowledge they have already known and make further predictions
about the upcoming text. This strategy helps to link the students‘ prior knowledge
to the new knowledge in the passage, create the interest and make students more
active in reading (Ziyaeemehr, 2012).
-

Click and clunk (during reading)

Learners click and clunk during the time they read the text. ―Click‖ gestures refer
to the parts of the text that students can totally understand while ―clunk‖ gestures
20

indicate that students do not comprehend one certain part of the text. This strategy
underlines the supervision of the learners themselves in the reading
comprehension process. Learners are able to be aware of their reading
comprehension, where they understand or fail in understanding.
If there is any a ―clunk‖, the ―fix-up‖ strategies are utilized to identify that
―clunk‖. Those strategies were invented by Klingner et al., (1998, p.33) as
follows:
(1) Reread the sentence and look for key ideas to help in the understanding of
problematic words.
(2) Reread the sentence that results in a ‗clunk‘ and the sentences before or
after the ‗clunk‘ looking for clues.
(3) Look for a known prefix or suffix in a problematic word.
(4) Break the word down and look for smaller known words (as cited in AlRoomy, 2013)
-

Get the gist (during reading)

Learners are required to indicate the main idea of a certain part in the text then
restate it in their own words. This stage ensures that students completely
comprehend the paragraph. Clarifying the most important idea helps students in
understanding and remembering the text.
-

Wrap-up (after reading)

Summarizing the ideas in the text is what learners are supposed to do in this
strategy. By reviewing what they have learned and answering questions from
teachers, learners are able to consolidate the knowledge and understanding that
they have achieved from the text.
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5. Previous studies
Numerous studies have been conducted about cognitive and metacognitive
strategies for decades. The effect of employing cognitive and metacognitive
strategies in EFL (English as a foreign language) reading test performance is
investigated by Phakiti (2003). This study presents the positive relationship
between the use of cognitive, metacognitive strategies and the reading test
performance. The result of this one shows a weak influence of cognitive and
metacognitive strategies on reading comprehension. However, the author also
explains that student‘s test result might be affected by many other factors such as
language ability, test method effects, etc. From this explanation, although in fact
the result of two strategies on reading comprehension test is not high, the author
still admits that a positive relationship between cognitive, metacognitive strategies
and reading comprehension does exist.
In another context of employing those strategies, Gazorkhani, Mashhadi and
Yousefi (2014) conducted a research to discover the effects of those strategies on
learning with the students in TarbiatMoalem of ShahidRajayi of Qazvin. This
work reveals the outstanding effect of the cognitive strategies teaching. These
strategies help students have better performance in their educational media course.
Other researchers believe that these two strategies will accelerate the learning
process and there is an urge to investigate the effect of instructing two strategies to
students.

The study of Abdolhosseini, Keikhavani and Hasel (2011) is

implemented with the sample of Medical Sciences of Ilam University students. A
positive effect on students‘ academic performance is found as well. The three
researchers have a strong belief that this will become an efficient learning method.
Collaborative strategic reading (CSR) has also been an interest of many

researchers. The effect of CSR on reading comprehension at first is proved in the
research of (Klingner & Vaughn, 1996) when they implemented CSR on students
22


with learning disabilities. CSR has positively affected students‘ reading
comprehension. Four years later, research on utilizing CSR by trained classroom
teachers in ESL context (English as a Second Language) among science classes is
conducted by Klingner and Vaughn (2000). The significant effect of CSR is once
again affirmed when students show a remarkable achievement in their vocabulary
through tests (from pre-test to post-test). In 2013, Al-Roomy conducts an action
research about CSR in English and reviews the result whether CSR can enhance
students‘ reading comprehension outcomes. The findings of this research share the
same result with other research in terms of students‘ positive development in the
learning process. Students‘ perception about group work and its effectiveness has
been changed through the implementation period of this research.
The efficacy of cognitive, metacognitive strategies and collaborative strategic
reading (CSR) is undeniable as it is confirmed in many studies. However, the
effectiveness of the combination (cognitive, metacognitive strategies and CSR)
has not been examined. Thus, in this present study, the researcher would like to
discover the effect on reading comprehension of those strategies in a combination.

23


CHAPTER 3: METHODOLOGY
1. Context of the study: The curriculum of FELTE, ULIS
Students are required to achieve both language skills and soft skills to be able to
serve the career goal after graduation. Following the Common European
Framework of Reference for Languages, the curriculum is created with the aim at

developing students‘ language skills such as reading, listening, reading and
writing. The undergraduate program also equips student competencies to work
independently and be successful after graduation (―Bachelor Degrees-Mainstream
Programs‖, n.d)
2. Selection of subjects
It is proved by many scholars that representativeness is the most important factor
to put into consideration in choosing a sample (Ary, Jacobs & Razavieh, 1990). As
mentioned above, the participants in this research are first-year students in
FELTE, ULIS. As expected, by the time this research having been carried out,
first-year students reach the level from B1 to B2- (based on The Common
European Framework of Reference for Languages). Those students are selected
because of the author‘s easy access to them.
Three pairs are invited to engage in this study and their cooperation in
accomplishing the task is observed and analyzed. They are chosen after
completing a questionnaire about language learning strategies. In this research, the
author chooses three pairs as her participants because it is often seen to be the
minimum number to figure out the difference among pairs in observation. If the
participants are only one or two pairs, it is difficult to point out the difference of
the effect(s) of those strategies in reading comprehension. In addition, due to time
constraints, the research can hardly be implemented with more than three pairs.

24


3. Research instruments
The results of this research are collected via questionnaires and observations and
reading tasks with the participants.
Instrument 1: Questionnaire (Appendix 1)
The questionnaires are delivered to students to investigate their language learning
strategies. This questionnaire is in the form of the Strategy Inventory for Language

Learning (SILL) which has been proposed by Oxford (1990). This is considered
the most comprehensive inventory in investigating learner‘s strategy use (Oxford
& Burry-Stock, 1995). The SILL has two versions, one for native speakers and
one for ESL (English as a Second Language) and EFL (English as a Foreign
Language). In this present study, the author will use the latter version which
consists of 50 items covering both six language learning strategies (memory
strategies – 9 items, cognitive strategies – 14 items, compensation strategies – 6
items, metacognitive strategies – 9 items, affective strategies – 6 items and social
strategies – 6 items). The questionnaire is delivered to students in two first-year
classes randomly.
Instrument 2: Observation
After gathering the questionnaires from two classes, the author chooses six
students who show the high tendency of using metacognitive and cognitive
strategies in language learning. Based on the answers in the questionnaires, a
student who claims to frequently use cognitive strategies pairs with whom has
high frequency in using metacognitive strategies. Students who have different
strategies are formed in one pair in order that it will be easier for the researcher to
recognize the effect(s) that collaborative strategic reading might bring to reading
comprehension result.

25