Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach

Manjarres, Milton Pájaro; Zwierewicz, Marlene

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ARTICLES • Educ. Pesqui. 47 • 2021 • https://doi.org/10.1590/S1678-4634202147239040 copy

Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach

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Abstract

The education process has a complex nature that can be approached from a dual theoretical-practical perspective. For this reason, a teacher needs to configure her or his praxis and create their own theoretical constructs. This review article presents the results of an investigation on the new concepts that exist around pedagogical practice, metacognition and reading understanding in a foreign language. In order to respond to the research problem, we have made use of a systematic analysis of studies conducted in Europe, Asia, Africa, and Latin America, publicized in the databases Google Scholar, Scielo, Redalyc, Eric, Dialnet, and Scopus, between 1988 and 2018. These studies involve reflections on the previously mentioned categories and, through them, an analysis and an overview were conducted to define an emerging category call metacognitive pedagogical practice. The bibliographic review with a qualitative approach presented in this paper was done taking into account primary and secondary sources (in Spanish, Portuguese, and English) by utilizing the following descriptors: practice, pedagogical practice, metacognition, reading comprehension and reading comprehension in a foreign language. The results of the systematic analysis allow to conclude that it is necessary to develop a metacognitive pedagogical practice, where such practice is understood as a scenario which facilitates to re-link the several factors taking part in the teaching-learning process, such as: reflection, cooperative work, open dialogue, and the teacher´s research within her/his own practice.

Pedagogical practice; Metacognition; Reading comprehension; Foreign language

Title	Authors	Important aspects of the book or article	Conceptual Sets	Integrating concepts	Relational categories
Análisis de las Prácticas Pedagógicas de los Docentes de Inglés del Programa Interlingua de la Universidad Surcolombiana*	Macias et alii (2009)	Characterization of pedagogical practices utilized by professors of English as foreign language in Colombia. It confirms the prevalence of traditional pedagogical practices in the teaching of foreign languages.	Pedagogical practice Foreign language	Emphasis on pedagogical practices focusing on grammar and text translation.	Pedagogical Practice Traditional teaching Foreign languages
Las prácticas pedagógicas en la formación de lectores eficientes en lengua inglesa**	Coraspe and Reyna (2016)CORASPE, Ana Raquel; REYNA, Ángeles. Las prácticas pedagógicas en la formación de lectores eficientes en lengua inglesa. Santiago de Chile: Gale Onefile, 2016.	It reveals the develoment of pedagogical practices characterized by its focus on grammar, text translation, task assignments, short explanations of a topic, among other activities.	Pedagogical practice Foreign language	Emphasis on pedagogical practices focusing on grammar and text translation.	Pedagogical Practice Traditional teaching
Concepciones y prácticas pedagógicas de los docentes de inglés sobre la competencia intercultural en la enseñanza de lenguas extranjeras***	Caro (2018)CARO, Hebelyn Eliana. Concepciones y prácticas pedagógicas de los docentes de inglés sobre la competencia intercultural en la enseñanza de lenguas extranjeras. 2018. 97 p. Tesina (Maestría en Educación) – Universidad Distrital Francisco José de Caldas, Bogotá, 2018.	Conceptions as assumed theories influence they way teachers of foreign languages organize, plan, and conduct their pedagogical practices.	Pedagogical practice	Theoretical conceptions of teachers and their influence on their su pedagogical practice	Theoretical conceptions assumed by teachers

Title	Authors	Important aspects of the book or article	Conceptual Sets	Integrating concepts	Relational categories
A Prática pedagógica do “bom professor” Influências na sua Educação*	Cunha (1988)CUNHA, Maria Isabel. A prática pedagógica do “bom professor”: influências na sua educação. 1988. 178 p. Tesis (Doctorado en Educação) – Universidade Estadual de Campinas, Campinas, 1988.	According to the study, a good teacher is the key player in the teaching process which has to do with the philosophical conception of the desired teaching in a politically protected society.	Pedagogical practice	Conceptions regarding the role and characteristics a good teacher should have.	Characteristics of a good teacher Teacher´s role Student´s role
Estrategias de Comprensión Lectora en Inglés y su Transversalidad en el Curriculum**	Lanzi, Grodek and D’Andrea. (2006).	Teachers must include reading in a permanent reflection space and they should see that this is not a neutral activity, but rather a skill that is constantly changing.	Pedagogical practice Reading comprehension	Teacher as an active player who takes a leading role in the educational processes		Reflection Teacher´s role Reading comprehension in foreign languages
Scholarship epistemology: an exploratory study of teacher metacognition within the context of successful learning communities.	Prytula (2008)PRYTULA, Michelle. Scholarship epistemology: an exploratory study of teacher metacognition within the context of successful learning communities. 2008. 279 p. Tesis (Doctorado en Filosofía) – Saskatchewan University, Saskatoon, 2008.	Need to look at pedagogical formation based on processes and actions that are consistent with theories, procedures, and didactics that are meet the social needs, realities, and demands that come up with an approach to complexity.	Pedagogical practice	Intentionality to pedagogically educate teachers.		Pedagogy Pedagogical training Social needs, realities and demands
Enseñanza de la comprensión lectora del inglés en la educación universitaria: Una visión crítica.***	Rivas and Cuellar (2013)RIVAS, Carlos; CUELLAR, Cioli. Enseñanza de la comprensión lectora del inglés en la educación universitaria: una visión crítica. Gaceta Técnica, Barquisimeto, n. 10, p. 73-78, jan./dez. 2013.	Mistakes have been made that are conceptual and methodological by those who participate in the teaching-learning process of reading comprehension in English.	Reading comprehension Foreign language Pedagogical practice	Mistakes in the teaching-learning process		Teaching-learning process. Methodological approach. Teaching learning
Práctica pedagógica investigativa en las Escuelas Normales Superiores: contexto y pertinencia de la calidad educativa.****	Saker (2014)SAKER, Janeth. Práctica pedagógica investigativa en las escuelas normales superiores: contexto y pertinencia de la calidad educativa. Revista Educación y Humanismo, Barranquilla, v. 16, n. 26, p. 83-103, 2014.	Certain epistemological and methodological premises have been intended to be taken as references with the purpose of identifying the inputs teachers being trained deliver according to the instruction they have received in the theoretical-practical framework associated with the pedagogical practices	Pedagogical practice	Inputs from the teacher being trained		Quality as a formative and objective process Epistemological and methodological premises of teachers
A relação entre compreensão leitora, conhecimento e integração léxico-semântica*****	Sousa (2015)SOUSA, Lucilene Bender. A relação entre compreensão leitora, conhecimento e integração léxico-semântica. 2015. 308 p. Tesis (Doctorado en Letras y Linguística) – Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, 2015.	Semantic and lexical defict stems from a significantly inferior integration of vocabulary knowledge by those students who showed little comprehension when they were compared to those with higher level of reading comprehension.	Reading comprehension Foreign language	Causes of low level of reading comprehension in a foreign language		Reading comprehension in a foreign language Semantic and lexical deficit Reading comprehension level
Formação de professores e prática pedagógica: uma análise sobre a natureza dos saberes docentes^#	Macenhan, Tozetto, and Brandt (2016)	Results reveal that teaching knowledge originate both from teacher training courses as well as from their personal and professional experiences.	Pedagogical practice	Genesis of a teacher´s knowledge		Teaching training processes
Pedagogical Practices in Teaching Reading Comprehension: A Case Study of Three EFL Teachers in a Secondary School in Ethiopia	Nurie (2017)NURIE, Yenus. Pedagogical practices in teaching reading comprehension: a case study of three EFL teachers in a secondary school in Ethiopia. Pasaa, Bangkok, n. 54, p. 108-140, 2017.	There are research gaps concerning the study of categories of psychological and linguistic analyses associated with reading comprehension processes	Pedagogical practice Reading comprehension Foreign language	Purpose of investigations intended to study pedagogical practices in foreign languages		Practice Pedagogy Critical analysis Reflection Investigation
Componente Pragmático y Prácticas Pedagógicas^##	Rangel, Ramos and Reyes (2017)	Failures have been identified regarding the lack of methodological comprehension by teachers who orientate the formative processes in students of foreign languages (English-Franch)	Pedagogical practice Foreign languages	Conceptual and methodological errors found in the teaching-learning process of reading in a foreign language		Methodological comprehension Teacher training processes

Title		Authors	Important aspects of the book or article	Conceptual Sets	Integrating concepts	Relational categories
The Relation among Metacognitive Awareness, Self-Efficacy Towards Teaching Profession and Problem Solving Skills of Teacher Candidates.		Bars and Oral (2017)BARS, Mehmet; ORAL, Behcet. The relation among metacognitive awareness, selfefficacy towards teaching profession and problem solving skills of teacher candidates. Eurasian Journal of Educational Research, Ankara, n. 72, p. 107-127, 2017.	Metacognition has been acknowledged as important in pedagogical practice as a critical/essential background to develop metacognition in the student	Complexity Metacognition	Relevance of and inputs by metacognition for pedagogical practice	Metacognitive consciousness Metacognition and pedagogical practice
La Práctica Pedagógica Investigativa en las Escuelas Normales Superiores del Norte del Departamento de Nariño.*		Muñoz (2018)MUÑOZ, José Oliden. La práctica pedagógica investigativa en las escuelas normales superiores del norte del departamento de Nariño. 2018. 372 p. Tesis (Doctorado en Ciencias de la Educación) – Universidad de Nariño, Nariño, 2018.	It is important for the teacher to develop a metacognitive consciousness as a predicting element of self-effectiveness in their pedagogical practice.	Metacognition	Relevance of and inputs by metacognition for pedagogical practice	Metacognition and pedagogical practice Metacognitive consciousness
O uso da Metacognição na atividade docente: uma trilha fértil na formação de professores para o ensino a diversidade**	Bavaresco (2010)BAVARESCO, Marcia Regina Cordeiro. O uso da metacognição na atividade docente: uma trilha fértil na formação de professores para o ensino a diversidade. 2010. 237 p. Tesis (Doctorado) – Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.		It is posible to improve teachers´ performance by creating spaces and conditions to realice a great deal of possibilities in planning and monitoring the students´ activities.	Metacognition Pedagogical practice	Relevance of and inputs by metacognition for pedagogical practice Conceptions about the role and characteristics a good teacher should have.	The teacher´s role Pedagogical practice and metacognition Teacher´s performance

Title	Authors	Important aspects of the book or article	Conceptual Sets	Integrating concepts	Relational categories
Hacia el desarrollo de una práctica pedagógica reflexiva mediante la actualización de los docentes de inglés de la tercera etapa de educación básica: evaluación de una experiencia.*	Chacón (2003)CHACÓN, Carmen. Hacia el desarrollo de una práctica pedagógica reflexiva mediante la actualización de los docentes de inglés de la tercera etapa de educación básica: evaluación de una experiencia. Acción Pedagógica, [S. l.], v. 12, n. 2, p. 104-113, 2003.	The theoretical foundation underpinning the pedagogical practice and teacher training has focused on the use of didactic materials which allows to develop an effective process of teaching-learning the reading in English.	Didactics	Didactical solutions to problems of reading comprehension in a foreign language	Teacher training Pedagogical practice Didactic materials Teaching-Learning Process
A blended-learning approach to strategy training for improving second-language reading comprehension in South Africa.	Klapwijk (2008)KLAPWIJK, Nanda. A blended-learning approach to strategy training for improving second-language reading comprehension in South Africa. 2008. 112 p. Tesina (Maestría en Hypermedia for Language Learning) – Stellenbosch University, Stellenbosch, 2008.	By implementing a blended learning or a combined approach to teach students how to use different reading strategies, it is possible to improve the levels of comprehension in a foreign language.	Didactics Reading comprehension Foreign language	Didactical solutions to problems of reading comprehension in a foreign language	Combined learning Reading comprehension in a foreign language Reading strategies.
Ferramenta de autoria multimídia para ensino de língua estrangeira em ambiente multiagente**	Rossetti (2009)ROSSETTI, Adroaldo Guimarães et al. Ferramenta de autoria multimídia para ensino de língua estrangeira em ambiente multiagente. Educação e Pesquisa, São Paulo, v. 35, n. 1, p. 81-97, abr. 2009. https://doi.org/10.1590/S1517-97022009000100006 https://doi.org/10.1590/S1517-9702200900...	Introducing a multimedia tool allows an access for learning foreign languages in an effective way.	Didactics Foreign language	Didactical solutions in the learning of a foreign language	Multimedia tool
Reading Strategy Use, Self-Efficacy and EFL Reading Comprehension.	Shang (2010)SHANG, Hui-Fang. Reading strategy use, self-efficacy and efl reading comprehension. The Asian EFL Journal Quarterly, Yakarta, v. 12, n. 2, p. 18-42, 2010.	A research was conducted about the use of reading strategies in cognitive, metacognitive and compensation types among Taiwan students. It was found that reading strategies mostly used by the students are the metacognitive ones.	Didactics Reading comprehension Foreign language Metacognition	Didactical solutions to problems of reading comprehension in a foreign language	Didactical solutions Metacognitive strategies Reading strategies
The use of graphic organizers to improve reading comprehension skills with students of I-II intensive courses.	Llumiquinga (2012)LLUMIQUINGA, María Teresa. The use of graphic organizers to improve reading comprehension skills with students of I-II intensive courses. 2012. 138 p. Tesis (Doctorado en Lingüística y Literatura) – Pontifícia Universidade Católica do Ecuador, Quito, 2012.	The use of graphic organizers has a positive effect on improving the reading comprehension in a foreign language.	Didactics Reading comprehension Foreign language	Didactical solutions to problems of reading comprehension in a foreign language	Didactical solutions Comprehension levels Graphic Organizers
Corrección de errores en comprensión lectora en inglés. Una instrucción teóricamente fundamentada basada en estrategias macro-estructurales***	Gómez, Devís y Sanjosé (2013)	By means of an instruction theoretically founded on macro-structural strategies, students participating in the study managed to improve their reading comprehension level in English.	Didactics Reading comprehension	Didactical solutions to problems of reading comprehension in a foreign language	Didactic solutions Reading comprehension in a foreign language Macro-structural strategies
Desarrollo de la Comprensión Lectora de Textos Multimediales en una Lengua Extranjera mediante la Enseñanza de Estrategias de lectura****	Jiménez (2013)JIMÉNEZ, John Jaime. Desarrollo de la comprensión lectora de textos multimediales en una lengua extranjera mediante la enseñanza de estrategias de lectura. 2013. 379 p. Tesis (Doctorado en Educación) – Universidad de Antioquia, Medellín, 2013.	It demonstrated that online translator and dictionary were the help most utilized by participants in the study. On the other hand, it demonstrated that over half participants preferred to mix the use of multimedia texts with the se of printed texts, highlighting the good aspects of both.	Reading comprehension Foreign language Didactics	Didactical solutions to problems of reading comprehension in a foreign language Types of resources and materials commonly utilized	Didactic solutions Reading comprehension in a foreign language Multimedia texts Teaching and learning resources
Enseñanza de la lectura en inglés desde una perspectiva curricular basada en la integralidad.^#	Ballestero y Batista (2014)BALLESTERO, Clenticia; BATISTA, Judith. Enseñanza de la lectura en inglés desde una perspectiva curricular basada en la integralidad. Edmetic, Córboda, v. 4, n. 1, p. 30-50, 2014.	According to the study, only when the student interacts permanently with what he/she reads by means of other media and materials, he or she begins to find relationships between the contents they read and the contents of other school subjects.	Curriculum Foreing language	Curricular adjustments required to improve the levels of reading comprehension in foreign languages	Curricular integrality Teaching and learning resources
Impacto de la multimodalidad en la comprensión lectora de textos narrativos en inglés como lengua extranjera (L2) en estudiantes universitarios.^##	Vera (2015)VERA, Fernando. Impacto de la multimodalidad en la comprensión lectora de textos narrativos en inglés como lengua extranjera (L2) en estudiantes universitarios. Contextos Educativos, Logroño, n. 18, p. 25-41, 2015.	Students achieve higher levels of reading comprehension when the format of readings they work with is multimodal.	Reading comprehension Foreign language	Types of resources and materials commonly utilized to enhance reading comprehension in a foreign language	Didactic solutions Reading comprehension in a foreign language Multimodal work
Development of reading comprehension with graphic organizers for students with dyslexia.	López and Campoverde (2018)	With a manual of stories constructed through graphic organizers it was possible to increment the receptive skills in foreign language in the learning process especially for students with special needs.	Didactics Reading comprehension Foreign language	Didactical solutions to problems of reading comprehension in a foreign language	Didactical solutions Teaching and learning resources Special educational needs

Title	Authors	Important aspects of the book or article	Conceptual Sets	Integrating concepts	Relational categories
Gender differences in reading comprehension achievement in English as a foreign language in Compulsory Secondary Education.	Corpas (2013)CORPAS, María Dolores. Gender differences in reading comprehension achievement in English as a foreign language in compulsory secondary education. Tejuelo, Badajoz, n. 17, p. 67-84, 2013.	Women utilize more global strategies to resolve reading-related problems when compared to men. Additionally women get better achievements in specific objectives.	Reading comprehension Foreign language	Relationship between gender differences and reading comprehension in a foreign language	Reading comprehension in a foreign language Gender differences
The effects of reading strategies instruction on reading comprehension of students of legal English	Lukica (2017)LUKICA, Ivana. The effects of reading strategies instruction on reading comprehension of students of legal English. 2017. 258 p. Tesis (Doctorado en Filosofía) – Universidade de Zagreb, Zagreb, 2017.	Women obtain better global results in terms of reading comprehension when compared to men. Additionally, women show higher levels of motivation towards reading.	Foreign language Reading comprehension	Relationship between gender differences and reading comprehension in a foreign language	Gender differences Learning Reading comprehension in a foreign language

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[1] Milton Pájaro Manjarres is a PhD candidate in Educational Sciences, University Simón Bolívar. He is a full professor in the Foreign Languages program at the University of Córdoba, Colombia. He is an English teacher in basic and medium secondary school at I.E. Antonia Santos, Montería.

Marlene Zwierewicz is PhD in Psychology, Federal University of Santa Catarina, Brazil. She is PhD in Education, University of Jaén, Spain. She is the Head of and researcher with the Professional Master´s Degree Program in Basic Education– PPGEB (UNIARP). She is the Assistant Head of the International Network of Creative Schools – RIEC, Barcelona, Spain.