The Effects Of Raising Metacognitive Awareness Of The Reading Process On Students’ Reading Fluency And Comprehension The Case Of Third Year At Walli Ben Sawsha Middle School Students In M’sila

Résumé: II For the Memory of our Colleague Our Condolecence for the memory of our colleague Mr. Snouci Yusuf “may Allah bless him with His mercy” We know that there is nothing to say that will make our loss easier, but we know that the mark he left was so great and because of this he is never really be gone and he is in our thoughts and prayers all the time. “Inna lilahi wa Inna ilayhi rajioon” “Surely we belong to Allah and to Him shall we return.” May Allah grant him jannat-ul-fidos and his family patience. III Abstract When pre-intermediate students are asked to read a text in EFL classroom, they are unable to read fluently because most of their attention is directed towards decoding individual words, without having a purpose for reading. In this respect, the present study aims at investigating the effects of raising third year middle school students‟ metacognitive awareness of reading fluency and comprehension. The study is based on an experimental research design wherein 98 students were conveniently selected to partake in a seven weeks training program and treatment. Tow pre-course questionnaires were administered to students to gather information about their metacognitive awareness of the reading process and their use of reading strategies. Then these learners were tested before the training sessions took place in order to check firstly the homogeneity of the groups in terms of reading fluency and secondly to assess their comprehension ability, and therefore to diagnose their needs for the training phase. For five weeks duration, the training sessions focused on raising students‟ metacognitive awareness of the reading comprehension process using strategy instructional framework. The study ended with two posttests and two other post-study questionnaires. The analysis of the data collected on reading comprehension and reading fluency demonstrated that the learners‟ assigned to the experimental groups have significantly (p<0.05) improved their reading fluency and comprehension test scores as compared to the control group. Similarly, the results of the questionnaires‟ analysis indicated that students who took the treatment improved their metacognitive awareness on the most effective ways to use the trained reading strategies. The findings of the present study therefore suggest that EFL teachers and textbook designers ought to incorporate activities that explicitly foster why, when, and how to use metacognitive reading strategies and how to improve their reading pace.

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