CHAPTER 1 INTRODUCTION 1
1.1 Background of the Study 3
1.2 Statement of the Problem 5
1.3 Objectives of the Study 11
1.4 Research Questions 11
1.5 Significance of the Study 12
1.6 Definitions of the Operational Terms 14
1.7 Outline of the Dissertation 16
1.8 Summary 17
CHAPTER 2 REVIEW OF THE RELATED LITERATURE 19
2.1 Reading Theories：Reading Comprehension Views 21
2.1.1 A Behavioral-based View 21
2.1.2 A Cognitive-based View 22
2.1.3 A Metacognitive-based View 23
2.1.4 Reading Theories and the Present Study 24
2.2 Reading Models 25
2.2.1 Bottom-up Model 25
2.2.2 Top-down Model 27
2.2.3 Interactive Model 29
2.2.4 Reading Models and the Present Study 31
2.3 Theoretical Foundation：Metacognition 33
2.3.1 Definitions and Classifications of Metacognition 34
2.3.2 Metacognitive Knowledge and Reading Comprehension 38
2.3.3 Metacognitive Regulation and Reading Comprehension 40
2.3.4 Metacognitive Strategies and Reading Comprehension 42
2.3.5 Relevance to the Present study 44
2.4 Pedagogical Foundation：Metacognitive Strategy Training 46
2.4.1 Studies on Metacognitive Strategies Training in Reading in Other Countries 47
2.4.2 Studies on Metacognitive Strategies Training in Reading in China 52
2.4.3 Implications for the Present Study 55
2.5 Metacognitive Strategy Training Approaches 57
2.5.1 The Reciprocal Teaching Approach 58
2.5.2 The Transactional Strategy Instruction 59
2.5.3 The Cognitive Academic Language Learning Approach 61
2.5.4 Implications for the Present Study 62
2.6 A Metacognitive Strategy Training Model of Academic Reading Comprehension（MSTARC） 63
2.7 Summary 77
CHAPTER 3 RESEARCH METHODOLOGY 79
3.1 Rationale for the Research Methodology 81
3.2 Participants 82
3.3 Research Instruments 86
3.3.1 Background Information Questionnaire 86
3.3.2 Metacognitive Strategies Questionnaire （MSQ） 87
3.3.3 Reading Comprehension Test 95
3.3.4 Students'Journals 101
3.3.5 Questionnaire 103
3.3.6 Semi-structured Interview 103
3.4 Data Collection Procedures 105
3.4.1 The Overall Experimental Procedures 105
3.4.2 The Metacognitive Reading Strategy Training Model 109
3.5 Data Analysis 115
3.5.1 Descriptive Statistics 115
3.5.2 Independent-sample t-tests 116
3.5.3 Paired-sample t-tests 116
3.5.4 Pearson Correlation Analyses 116
3.5.5 Regression Analyses 116
3.5.6 Qualitative Analysis 117
3.6 The Pilot Study 119
3.6.1 Participants 120
3.6.2 Data Collection Procedures 120
3.6.3 Data Analysis 122
3.6.4 Implications for the Main Study 133
3.7 Summary 136
CHAPTER 4 RESULTS 137
4.1 Answer to Research Question 1 139
4.1.1 Data from MSQ 139
4.1.2 Data from Semi-structured Interview 148
4.2 Answer to Research Question 2 162
4.2.1 Data from the Reading Comprehension Test 162
4.2.2 Data from the Semi-structured Interview 168
4.3 Answer to Research Question 3 174
4.3.1 Correlation between Metacognitive Strategy Use and English Reading Comprehension Achievement 175
4.3.2 Causal Effects of Metacognitive Strategy Use on English Reading Comprehension Achievement 176
4.4 Answer to Research Question 4 180
4.4.1 Data from the Questionnaire 180
4.4.2 Data from the Journal 183
4.4.3 Data from the Semi-structured Interview 188
4.5 Summary 193
CHAPTER 5 DISCUSSION 195
5.1 Effects of the Metacognitive Strategy Training on Reading Comprehension 197
5.1.1 The EFL Students'Metacognitive Strategy Use 197
5.1.2 The Effects of Metacognitive Strategy Training on the Reading Comprehension 209
5.1.3 Correlation between Metacognitive Strategy Use and English Reading Comprehension Achievement 216
5.1.4 Causal Effect of Metacognitive Strategy Use on English Reading Comprehension Achievement 217
5.2 Students'Attitudes towards the Metacognitive Strategy Training for Reading Comprehension 219
5.2.1 Positive Attitudes 219
5.2.2 Neutral and Negative Attitudes 223
5.3 Summary 227
CHAPTER 6 CONCLUSION 229
6.1 Summary of the Study 231
6.2 Pedagogical Implications 236
6.3 Limitations of the Study 239
6.4 Recommendations for Future Research 240
REFERENCES 243
APPENDICES 271