Reverse transfer of metacognitive reading strategies of Moroccan trilingual learners
DOI:
https://doi.org/10.36505/ExLing-2021/12/0049/000522Keywords:
strategy awareness, trilingual learners, CRT, reading strategy instructionAbstract
The Linguistic Interdependence Hypothesis assumes that certain L1 language skills can be positively transferred during the process of L2 acquisition. While the transfer of linguistic skills from L1 to L2 has been studied extensively, only a few studies have investigated the reverse transfer of skills. This study examined whether training poor readers in reading strategies in English (L3) would lead to an improvement in the process of reading in French (L2) and Arabic (L1). The Metacognitive Reading Strategies Questionnaire (MRSQ) (Abu-Rabia, 2018) was administered to 30 first-year baccalaureate students before and after the intervention. The participants were purposively selected and randomly assigned to an experimental group (20) and a control group (10). Findings indicated a significant improvement in the experimental group's metacognitive strategy awareness in English, French, and Arabic.
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Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
