Effect of Bottom-Up Approach of English Language Teaching on Metacognitive Reading Awareness

Abstract

This study aims to see the effect of bottom up approach of English language teaching on metacognitive reading awareness of high school students. Experimental design consisting of controlled and experimental group was used in this study. Pre-test was given to the IX class students regarding Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Kouider Mokhtari and Carla Reichard developed in 2002. They were further divided into two groups - Experimental group and Control group. Self made lesson plans were taught to the experimental group for twenty days and ordinary teaching capsule was given to the control group during these twenty days. At the end of the experiment post-test was given to verify the learning outcomes among the students of both the groups. The study demonstrates the positive influence of bottom-up approach on the awareness of metacognitive reading strategies and the ability of students to regulate their own reading processes.