@article{oai:juen.repo.nii.ac.jp:00004694,
 author = {Hirano,  Kinue},
 issue = {2},
 journal = {上越教育大学研究紀要},
 month = {Mar},
 note = {This study investigates Japanese senior high school readers' metacognitive awareness or judgements about their reading ability and strategies in EFL to explore the effect of differences in grade level or the number of years of target language experience on their metacognitive awareness or perceptions of reading ability and reading strategies. The results revealed that there was a significant difference in only one of five factors identified, i.e., 'students' perceptions of top-down strategies' between Japanese 1st-year and 3rd-year high school students. The 3rd-year high shoo1 students(n =97)showed a higher score for their awareness of global strategies than the 1st-year high school students(n =131). The two groups did not significantly differ in their perceptions of the other four factors.},
 pages = {571--584},
 title = {Japanese High School Students' Metacognitive Awareness of EFL Reading : The Effect of Grade Difference},
 volume = {18},
 year = {1999}
}