UTILIZING THE COGNITIVE LEARNING-CENTERED APPROACH TO ENHANCE READING COMPREHENSION SKILLS AND METACOGNITIVE AWARENESS FOR EFL PROSPECTIVE TEACHERS AT FACULTIES OF SPECIFIC EDUCATION
The current study aimed at investigating the effectiveness of utilizing the cognitive learning-centered approach to enhance reading comprehension skills and metacognitive awareness for EFL prospective teachers at Faculties of Specific Education, Zagazig University. It was a one group pre-, post-test, quasi experimental design. The participants were forty fourth year English Department students at the Faculty of Specific Education, Zagazig University. The instruments were an English reading comprehension skills test and a metacognitive awareness scale for assessing the treatment group’s reading comprehension skills and metacognitive awareness before and after the experiment. The researcher taught reading comprehension passages to the treatment group by using the cognitive learning-centered approach. The obtained data was statistically treated by using the SPSS. The results revealed that the treatment group’s reading comprehension skills and metacognitive awareness were enhanced as a result of using the cognitive learning-centered approach in teaching them reading comprehension. Therefore, the cognitive learning-centered approach was found to be effective in enhancing reading comprehension skills and metacognitive awareness for EFL prospective teachers at Faculties of Specific Education.
EFL Reading Comprehension Skills, Metacognitive Awareness, Cognitive Learning-Centered Approach.