Innovation in Language Learning

This study examined the impact of metacognitive strategy instruction on low-achieving English as a Second Language (ESL) learners in Ghana, with particular emphasis on its influence on reading comprehension and learners’ confidence. Despite educational reforms aimed at enhancing English language proficiency in Ghanaian secondary schools, many low-achieving ESL learners continue to experience significant difficulties with reading comprehension. The potential of metacognitive strategies to address these issues remains underexplored within the Ghanaian educational context. The study was grounded in Flavell’s Metacognition Theory, which posits that individuals’ awareness and regulation of their cognitive processes can substantially improve learning outcomes, especially in complex tasks such as reading comprehension. Adopting a qualitative case study design, the study involved thirty low-achieving First Year students at Accra High School. Data collection instruments included classroom observations, semi-structured interviews, learner journals, and analysis of reading tasks before and after a ten-week intervention. The metacognitive instruction focused on teaching students to plan, monitor, and evaluate their reading processes. Thematic analysis was employed to identify shifts in reading behaviours and perceptions. The study found that metacognitive strategy instruction positively impacted students’ reading comprehension, with learners demonstrating greater use of strategies such as prediction, summarising, and self-questioning. Participants also reported enhanced confidence and motivation towards reading in English. Nonetheless, some students faced challenges in transferring these strategies to unfamiliar texts and maintaining consistent use without teacher guidance. The study recommends integrating structured metacognitive strategy training into the secondary English curriculum in Ghana, accompanied by targeted professional development for teachers.

Keywords: metacognitive strategy instruction; ESL; Reading comprehension; low-achieving learners.