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Purpose and research question:
The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology:
The present study examined three domains of metacognitive reading process (planning, monitoring and evaluating), as well as the overall use of metacognitive reading strategies. Four groups of participants (30 seventh grade students in each group) completed a Metacognitive Reading Strategies Questionnaire, aimed at measuring their metacognitive awareness in each domain after fulfilling a reading comprehension task in English.
Data analysis:
A multivariate analysis of variance (MANOVA) was used in order to test the differences within groups and between groups.
Findings and conclusions:
Level of metacognitive reading awareness was affected by the degree of bilingualism. There was a positive influence of balanced (reading and writing skills in the second language) and imbalanced (oral skills in the second language) degrees of bilingualism on metacognitive linguistic abilities. A balanced degree of bilingualism exerted the greatest influence on most of the metacognitive reading domains (planning, monitoring and the total use of metacognitive strategies).
Significance:
A significant advantage of balanced bilinguals over all other groups was revealed. Level of metacognitive reading awareness was affected by the degree of bilingualism. Thus, bilingual education should be taken seriously due to its positive effect on all aspects of thinking and learning.
Results provided additional support to the notion that bilingualism had a positive impact on the metacognitive linguistic skills. Moreover, the balance between the languages appeared to be a significant variable. Thus, balanced bilinguals, who possessed the highest competence in the second language, showed the best performance in the domains of planning, monitoring and overall use of metacognitive reading strategies. Limited bilinguals, on the contrary, demonstrated the lowest scores in the mentioned domains. The findings also revealed the absence of any considerable difference between the groups in the domain of evaluating.
