Dynamic Assessment: Metacognitive Strategies in Reading Comprehension

This study sought to explore the application of DA to an L2 learning context. In particular, L2 DA was considered in terms of the following: (1) the possibility of promoting learners’ reading abilities through DA; and (2) the development of metacognitive strategy use in reading comprehension. Sixty-four advanced L2 learners were asked to participate in this study. They were randomly divided into two groups of experimental and control. Two main instruments were used in this study in order to collect the required data, pretest – treatment – posttest paradigm and think-aloud protocols. The results of the study indicated that there was a significant difference between experimental and control groups. The experimental group after receiving the DA procedure outperformed the control group on the posttest of reading. It also revealed that the participants of the study had become aware of the effectiveness of metacognitive strategies on their reading comprehension; and they attributed their success to the appropriate use of metacognitive strategies.