Thesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Methods of Teaching

Consistent with the potential benefits of enhancing critical reading skills and autonomous learning in learning English, this study explored the impact of metacognition on these skills for the first year secondary school students. To fulfill the objectives of the study,53 students participated in the study after homogenizing them. They were divided into 25 students for the control group and 28 for the experimental group. The instruments of the study were pre- post critical reading test and autonomous learning questionnaire and they were all validated. The strategies used in the program were argument mapping and reciprocal questioning. The findings of the study manifested variance of the influence of the suggested program and the sub skills of critical reading and discrepancy between the results of the components of the autonomous learning

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