Evaluating the impact of metacognitive instruction on EFL learners’ English reading in Chinese secondary classrooms

Abstract

Metacognition is a key concept in psychology and education. In Western education, metacognition has been integrated into STEM subjects and literacy learning due to its role in facilitating reflection. Recognising reading as a cognitive process, research has shifted beyond basic text recognition to examine cognitive processes, emotion regulation, and strategic decision-making. However, studies on metacognition have predominantly been conducted in native English-speaking contexts. Its effectiveness in enhancing English language outcomes for EFL (English as a Foreign Language) learners remains unclear. This study first conducted a systematic review to evaluate the impact of metacognitive approaches in EFL classrooms and to identify effective instructional strategies.

This systematic review sourced studies from 15 social science databases, covering research published between 1980 and 2024. A total of 38 studies, reporting 42 outcomes, met the pre-specified inclusion criteria and were assessed for research quality. No high-quality evidence was found to support a positive effect of metacognitive approaches on learners’ English language outcomes. The overall quality of research in this field is weak, limiting the strength of conclusions about its effectiveness. Further rigorous research using large-scale experimental designs is required. Most existing studies focus on higher education. These findings highlight the need for further investigation into the impact of metacognitive teaching in compulsory education, using well-designed interventions.

Building on the review findings and insights from a prior pilot study (ES = +0.48), this thesis involved a randomised controlled trial (RCT). An English reading intervention, named MetaRead, was designed with 16 lessons integrating metacognitive teaching. The RCT involved 715 Year Eight students from two secondary schools in Heilongjiang Province, China. A total of 20 classes were randomly assigned at the class level. Ten classes, comprising 366 students and ten teachers, formed the control group. The remaining ten classes, with 349 students and ten teachers, were allocated to the experimental group. Students in the experimental group received MetaRead lessons, while those in the control group followed standard textbook-based reading activities. English reading proficiency was assessed using the standardised English reading tests modified from PISA. Students’ general English language level was assessed by the English school tests. A student questionnaire was administered to measure non-cognitive outcomes, including persistence in English learning, self-efficacy in reading, and metacognitive awareness of reading strategies. Interviews and classroom observations were conducted as part of the process evaluation to assess implementation fidelity and explore the mechanisms underlying the intervention’s effects.

The primary trial results indicated a positive impact (ES = +0.43) of MetaRead on students’ English reading proficiency. This suggests that metacognitive approaches may enhance English reading skills among EFL students in China. The successful implementation of MetaRead also demonstrates the feasibility of integrating metacognitive instruction into English language classrooms in Chinese classrooms.

The intervention appeared to benefit certain groups more than others. Female students, minority Chinese students, those from comparatively affluent families, and students with greater parental involvement showed greater improvements. Additionally, students with higher prior academic achievement and stronger English reading skills made more progress than their lower-achieving peers. These findings suggest that students with more supportive home environments and stronger academic foundations are slightly better positioned to benefit from the intervention. To ensure equality in the future, additional support may be necessary for students from less advantaged backgrounds.

There was no observed evidence that MetaRead improved students’ overall English language level. The MetaRead intervention enhanced students’ persistence in learning English and their metacognitive awareness of reading strategies, but not their self-efficacy in English reading. The integrated process evaluation provided explanations for this outcome. One possible reason is that MetaRead increased task difficulty, making students feel more challenged and uncertain about their abilities. Another explanation is that students underwent self-perception adjustments. As MetaRead provided a more accurate assessment of their reading proficiency, they became more aware of both their strengths and weaknesses.

The process evaluation also identified these non-cognitive outcomes as mediators in the causal chain between MetaRead and improved reading proficiency. Several key implementation conditions were found to be essential for successful delivery, such as the leadership involvement, ongoing teacher support, access to teaching and learning resources, and peer support among students. Additionally, the improved teaching efficacy and enhanced student thinking skills facilitated reading proficiency gains.

These findings have important implications for teachers, policymakers and researchers. While metacognitive approaches have gained attention in China’s education sector, there is little guidance on teacher training or how to integrate these methods into the standard EFL curriculum. Teacher training should emphasise the importance of fostering independent learning through reflective prompts and peer collaboration. Classroom activities should be student-centred, focusing on equipping learners with effective strategies and thinking skills rather than relying on rote memorisation.

As Chinese government seeks to cultivate innovative talent and enhance national competitiveness, integrating the metacognitive skills into formal education is increasingly important for fostering expertise. Education reforms could include revising textbooks and assessment standards, incorporating more open-ended tasks that require reasoning, analysis, and elaboration while maintaining an appropriate level of difficulty.

Future research should involve a larger number of educational institutions across different learning stages in China. Rigorous evaluations of various EFL learning outcomes are needed to develop a comprehensive understanding of metacognition’s impact. Longitudinal studies could further explore its long-term effects and provide further insights into educational practice.