Seeing the Superiority of Self-monitoring Learning Strategies over Teacher-monitoring Learning in Adult 'Reading Comprehension'

Abstract

This study aims to see the superiority of SMLS on Learners' Receptive skill among the students of Payame-noor and Azad Universities in three different departments and the evaluation that teachers can apply to raise SML among adult learners. It is believed that since the publication of Malcolm Knowles' book in 1975, SML had been applied for adult education for ages. To administer this, SML of reading comprehension was introduced to learners in order to keep an eye on their own learning. To this end, metacognitive strategies rather than cognitive have been more highlighted. To answer, a proficiency test was administered to a total of 382 EFL learners, out of which 200 participants whose scores ranged from 65-80 out of 100 were chosen as the upper-intermediate level as an experimental and control group which were administered the same syllabus and assessment procedures. TOEFL reading test was the instrument of the study. Finally, the data was analyzed through SPSS, using Ttest. Results showed that a significant difference between mean score of TML and SML exist, and the superiority of SML became more highlighted when learners did better after treatment.