The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

Abstract

In the context of L2 academic reading, teachers tend to use a variety of question formats to assess students’ reading comprehension. Studies have revealed that not only question formats but also L2 language proficiency might affect how students use metacognitive strategies. Moreover, studies have determined that students’ L2 reading comprehension is positively influenced by their metacognitive knowledge, though whether this positive influence is reflected in students’ test scores is still under debate. This study therefore adopted path analyses to investigate the relationship between metacognitive knowledge, L2 reading proficiency, L2 reading test scores, and question formats. A total of 108 ESL students took English reading tests in multiple-choice and short-answer question formats and completed a reading strategy survey to measure their metacognitive knowledge of three types of strategies: global, problem-solving, and supporting. In both question formats, path analyses indicated that (1) metacognitive knowledge contributed to L2 reading test scores and (2) students’ L2 reading proficiency mediated the impact of metacognitive knowledge on their test performance. Moreover, path analyses revealed that question formats might play an important role in altering the impact of metacognitive knowledge on L2 reading test scores. Implications for instruction and L2 reading assessment are discussed.

Keywords

• metacognitive knowledge
• reading strategies
• second language reading
• question formats