Jordanian Educational Journal


This study aimed at exploring the effect of using metacognitive monitoring strategy on developing reading comprehension in English language among tenth grade students in North Eastern Badiah directorate of education. The study used the quasi experimental design.The sample of the study consisted of 123 male and female students who were purposefully chosen from the tenth grade students at Alkaum Alahmer comprehensive secondary school for girls, Alkaum Alahmer comprehensive secondary school for boys, Um Aljemal comprehensive secondary school for girls and Um Aljemal comprehensive secondary school for boys. The experimental and control groups were assigned randomly. The groups of the study were found equivalent upon analyzing students' scores on reading comprehension test using 2-way ANCOVA. The experimental groups were instructed using metacognitive monitoring program whereas, students of the control group were taught in the conventional way. A jury of judges was invited to comment on the reading test and the instructional program to establish their validity. At the end of the program, the researcher administered the reading comprehension test. Means and standard deviation for students' scores on the reading comprehension test were calculated. Then 2- way ANCOVA was calculated to examine the effect of the strategy. The findings of the study revealed that there were statistically significant differences at (α =0.05) between students' total achievement of the experimental groups and the control groups in the reading comprehension in favor of the experimental group and that there was no interaction between the use of metacognitive monitoring strategy and gender on tenth grade students' reading comprehension. In the light of the findings, the researcher suggested some recommendations to The Ministry of Education and TEFL educators.

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