英文閱讀對台灣學童來說是非常重要的，許多學校也都非常注重學生的英文閱讀能力。正因為如此，老師便需要想出更多吸引學生注意力的方法來引發學習動機。此篇研究著重在使用後設認知策略以及雙語教學來找出是否可以提升學生英文閱讀能力以及改變學生閱讀態度。主要的研究問題為（1）後設認知應用於雙語教學中對學生閱讀理解是否有影響。（2）學生在參與雙語教學以及後設認知課程之後對於英文閱讀的態度如何。
此研究總共包含10位受試者，分別是實驗組五位以及控制組五位。10位學生皆是來自同一所小學，並且皆是高年級的低成就學童。運用混合研究法來進行資料分析。此篇的研究工具將會包含小學生閱讀態度問卷、閱讀理解能力測驗卷，同時搭配半結構式訪談來進行。經過實驗前測以及後測來觀察實驗組學生經過課程之後是否與控制組有所有所差異。在資料分析上則是使用成對樣本t檢定、獨立樣本t檢定，以及描述性統計來進行分析。測驗結果是透過後設認知策略以及雙語教學是可以提升學生閱讀理解能力的，此外後設認知以及雙語教學也是可以改變學生對英文閱讀的態度。

For many students, English reading is a complex ability to train. This study aims to find out how can metacognitive strategies and bilingual education help students in their English reading comprehension and reading attitudes. The first research question is (a) What are the effects of using metacognitive strategies in bilingual education that help EFL learners to enhance their English reading comprehension? And (b) What is the attitude toward reading of students after bilingual and metacognitive strategies reading course? Is it positive or negative?
This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and an in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students’ English reading comprehension and can also change their English reading attitudes. This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students’ English reading comprehension and can also change their English reading attitudes.

TABLE OF CONTENT
CHAPTER ONE	1
INTRODUCTION	1
1.1 BACKGROUND OF THE STUDY	2
1.2 STATEMENT OF THE PROBLEM	4
1.3 PURPOSES OF THE STUDY	7
1.4 RESEARCH QUESTIONS	8
1.5 DEFINITION OF KEY TERMS	9
CHAPTER TWO	11
LITERATURE REVIEW	11
2.1 STUDIES OF METACOGNITION AND METACOGNITIVE STRATEGIES	12
2.1.1 What is Metacognition	12
2.1.2 What is metacognitive strategies	13
2.1.3 The Usage of Metacognitive Strategies	14
2.1.4 The Usage of Metacognitive Strategies in English Reading	16
2.2 BILINGUAL EDUCATION	19
2.2.1 What is Bilingual Education	19
2.2.2 The Usage of Bilingual Education	21
2.2.3 The Usage of Bilingual Education in English Reading	23
2.3 READING COMPREHENSION AND READING ATTITUDE	26
2.3.1 Reading comprehension	26
2.3.2 Reading Attitude	27
CHAPTER THREE	30
METHODOLOGY	30
3.1 RESEARCH STRUCTURE	31
3.2 RESEARCH DESIGN	33
3.3 PARTICIPANT	34
3.4 DATA ANALYSIS	35
3.5 INSTRUMENT	37
3.5.1 English Reading Comprehension Test	37
3.5.2 In-Depth Interview	38
3.5.3 Recording Pen	39
3.5.4 Elementary Reading Attitude Survey	39
3.6 PROCEDURE	41
3.6.1 Research Procedure	41
3.6.2 Instruction procedure	42
3.7 RELIABILITY AND VALIDITY	45
3.7.1 Paired Sample-t Test	45
3.7.2 Independent Sample-t Test	45
3.7.3 Triangulation	46
3.7.4 Research Ethic	47
CHAPTER FOUR	48
RESULT AND DISCUSSION	48
4.1 RESULT OF COMPREHENSION PRE-TEST AND POST-TEST	49
4.1.1 The Result of Pre-test and Post-test from the Class	49
4.1.2 The Result of Pre-test and Post-test from the Control Group	50
4.1.3 The Result of Pre-test and Post-test from the Experimental Group	51
4.1.4 Result of Paired-t Test of Whole Class	52
4.1.5 Summary	53
4.2 RESULT OF ELEMENTARY READING ATTITUDE SURVEY	54
4.2.1 The Pre-Test Result of Experimental Group and Control Group	54
4.2.2 The Post-Test Result of Experimental Group and Control Group	55
4.2.3 The Result of Experimental Group	55
4.2.4 The Result of Control Group	56
4.2.5 Summary	57
4.3 RESULT OF SEMI-STRUCTURED INTERVIEW	57
4.3.1 Summary	65
4.4 THE RESULT OF TRIANGULATION	65
4.4.1 Summary	67
4.5 DISCUSSION	67
4.5.1 The Discussion of the First Research Question	68
4.5.2 The Discussion of the Second Research Question	70
4.6 SUMMARY	73
CHAPTER FIVE	76
CONCLUSION	76
5.1 CONCLUSION	77
5.1.1 Summary of Major Findings	77
5.2 PEDAGOGICAL IMPLICATION	80
5.3 LIMITATION	82
5.4 RECOMMENDATION	83
REFERENCES	85
APPENDIX	98

LIST OF TABLES
TABLE 3-4-1 THE METHOD THAT WILL BE USE IN THE PROJECT	36
TABLE 3-6-1 PROCESS FOR EXPERIMENTAL GROUP FROM WEEK ONE TO WEEK SIX	43
TABLE3-6-2 PROCESS FOR CONTROL GROUP FROM WEEK ONE TO WEEK EIGHT	44
TABLE 4-1-1 THE RESULT OF DESCRIPTIVE STATISTIC T TEST FOR THE WHOLE CLASS	49
TABLE 4-1-2 THE RESULT OF DESCRIPTIVE STATISTIC T TEST FOR THE CONTROL GROUP	51
TABLE 4-1-3 THE RESULT OF DESCRIPTIVE STATISTIC T TEST FOR THE EXPERIMENTAL GROUP	52
TABLE 4-1-3 THE RESULT OF PAIRED-T TEST FOR BOTH CONTROL GROUP AND EXPERIMENTAL GROUP	53
TABLE 4-2-1 TEST RESULT OF INDEPENDENT SAMPLE-T FOR EXPERIMENTAL GROUP AND CONTROL GROUP	54
TABLE 4-2-2 RESULT OF INDEPENDENT SAMPLE-T TEST FOR EXPERIMENTAL GROUP AND CONTROL GROUP	55
TABLE 4-2-3 THE RESULT OF PAIRED SAMPLE-T TEST OF EXPERIMENTAL GROUP	56
TABLE 4-2-4 THE RESULT OF CONTROL GROUP	56

 
LIST OF FIGURES 
FIGURE 3.1.1 RESEARCH STRUCTURE OF THE RESEARCH	31
FIGURE 3.2.1 RESEARCH DESIGN	34
FIGURE 3.6.1 RESEARCH PROCEDURE	41

REFERENCES

Almasi, J. F. (2003). Teaching strategic process in reading. New York, NY: The Guilford Press.
Alexander, J.E., & Filler, R.C. (1976). Attitudes and reading. Newark, DE:
International Reading Association.
Anderson, N. J. (2002a). The role of metacognitive in second language teaching and learning. ERIC Digest. Education Recourses Information Center. (ERIC Document Reproduction Service No. EDO-FL-01-10)
Anderson, L. (1997). The introduction of generic workers into the ward team: An exploratory study. Journal of Nursing Management, 5(2), 69- 75. 
Anderson, R. C. (1984). Some reflections on the acquisition of knowledge. Educational researcher, 13(9), 5-10.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. Comprehension and teaching: Research reviews, 77-117.
Anderson, R. C., & Pearson, P. D. (1988). A schema-theoretic view of basic processes in reading comprehension. Interactive approaches to second language reading, 37-55.
Baird, J. R. (1990). Metacognition, purposeful inquiry and conceptual change. In E. Hegarty- Hazel (ed.) The student laboratory and the science curriculum. London: Routledge.
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.
Barnett, J. E., & Irwin, L. (1994). The effects of classroom activities on elementary students' reading attitudes. Reading Improvement, 31(2), 113.
Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International journal of bilingual education and bilingualism, 21(6), 666-679.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press.
Bloomfield, L. (1933). Language. George Allen & Unwin Ltd.
Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. Dimensions of thinking and cognitive instruction, 1, 53-92.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Brantmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks? A study with advanced language learners. Reading, 5(2), 67-85.
Brewster, J., Ellis, G. & Girard, D. (2002). The Primary English Teacher’s Guide. England: Pearson Education Limited.
Brewster, J., Ellis, G., & Girard, D. (1992). The primary English teacher’s guide. Reading and writing, 110, 9.
Brisk, M. E. (2008). Bilingual Education: From Compensatory to Quality Schooling. Lawrence Erlbaum Associates Publishers.
Brown, A.L. (1978). Knowing when, where, and how to remember: a problem of metacognition. In: R. Glaser, (ED.), Advances in instructional psychology: (Vol. 1. 77-165). Hillsdale, NJ: Erlbaum.
Butler, Y. G., & Hakuta, K. (2004). Bilingualism and second language acquisition. In Tej, K. B & William C. R (Eds.), The Handbook of Bilingualism (114-144). Blackwell Publishing.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31-42.
Carter, N. (1969). The use of triangulation in qualitative research. Number 5/September 2014, 41(5), 545-547.
Cazden, C. B., & Snow, C. E. (1990). English plus: issues in bilingual education. American Academy of Political and Social Science Annals, 508.
Chall, J. S. (1996). American reading achievement: Should we worry?. Research in the Teaching of English, 30(3), 303-310.
Chuang, H. K., Joshi, R. M., & Dixon, L. Q. (2012). Cross-language transfer of reading ability: Evidence from Taiwanese ninth-grade adolescents. Journal of Literacy Research, 44(1), 97-119.
Cobb, A.K. (2000). Acculturation and accommodation in qualitative and quantitative research. Journal of Professional Nursing, 16(4), 188.
Cohen, A. D. (2003). Strategies Training for Second Language Learners. Washington, DC: NW. Clearinghouse on Languages and Linguistics. (ERIC DIGEST No. EDO-FL-03-02)  
Cooter, R. B., & Alexander, J. E. (1984). Interest and attitude: Affective connections for gifted and talented readers. Reading World, 24(1), 97-102.
Çubukcu, F. (2008). How to enhance. Journal of International Social Research, 1(2).
Davidson, J. E., & Sternberg, R. J. (1998). Smart problem solving: How metacognition helps. In Metacognition in educational theory and practice (pp. 61-82). Routledge.
Davis, J. N., & Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think aloud protocols. The Modern Language Journal, 77(4), 459-472.
De Ramírez, R. D., & Shapiro, E. S. (2007). Cross‐language relationship between Spanish and English oral reading fluency among Spanish‐speaking English language learners in bilingual education classrooms. Psychology in the Schools, 44(8), 795-806.
Dzurec, L.C., & Abraham, I.L. (1993). The nature of inquiry: Linking quantitative and qualitative research. Advances in Nursing Science, 16(1), 73-79.
Ellis, G (1999). Development metacognitive awareness-the missing dimension. The Journal, 10, 1-6
Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (2nd ed.). Boston: MIT Press.
Ermitage, J. B., & Van Sluys, K. (2007). Reading, learning, relaxing, and having fun: Third-grade perspectives on sustained silent reading. Illinois Reading Council Journal, 35(2), 11-21.
Ertem, I, S. (2013). The influence of personalization of online texts on
elementary school students’ reading comprehension and attitudes toward reading. International Journal of Progressive Education, 9 (3), 218-228.
Fishbein, M., & Ajzen, I. (1975). Belief attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906-911.
Gallo, Y., Garcia, M., Pinuelas, L., & Youngs, I. (2008). Crisis in the southwest: Bilingual education program inconsistencies. Multicultural Education, 16(2), 10-16.
García, O. (2011). Bilingual education in the 21st century: A global perspective. John Wiley & Sons.
Garner, R. (1987). Metacognition and Reading Comprehension. Norwood, NJ: Ablex
Gilakjani, A. P., & Sabouri, N. B. (2016). A study of factors affecting EFL learners’ reading comprehension skill and the strategies for improvement. International journal of English linguistics, 6(5), 180-187.
Glogowska, M. (2011) Paradigms, pragmatism and possibilities: Mixed-methods research in speech and language therapy. International Journal of Language & Communication Disorders, 46, 251-260.
Grabe, W. (1988). Reassessing the term “interactive”. Interactive approaches to second language reading, 6, 56-70.
Grosjean, F. (1982). Life with two languages: an introduction to bilingualism. Harvard University Press
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. Routledge.
Harris, J. (1990). Text annotation and underlining as metacognitive strategies to improve comprehension and retention of expository text.
Hamers, J.F. & Blanc, M. (2000). Bilinguality and Bilingualism. Cambridge University Press.
Hsiao-Chuan Chang (2009). The effect of metacognitive strategy training on low English achievers’ abstract vocabularies learning, learning motivation, and metacognitive awareness. (Yuan Ze University Institute.)
Hudson, T. (2007). Teaching second language reading. Oxford, England: Oxford University Press.
Isabel Eliassen (2021). Language Diplomacy and Bilingual Ambitions in Taiwan, The Global Taiwan Brief, Vol. 6, Issue 15. 
Israel, S. E. (2007). Using metacognitive assessments to create individualized reading instruction. Newark, DE: International Reading Association.
Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. Attention and awareness in foreign language learning, 338.
Kolic-vehovec, S., & Bajsanski, I. (2006). Metacognitive strategies and reading comprehension in elementary-school students. European Journal of Psychology of Education, 21(4), 439-451.
Krista, B. H. & Casey, L. W. (2013). Bilingualism in the Early Years: What the Science Says. LEARNing Landscapes, 7(1), 95-111.
Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and learning, 5(3), 251-267.
Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. Tesol Quarterly, 31(4), 713-739.
Lin, X. (2001). Designing metacognitive activities. Educational Technology Research and Development, 49(2), 23-40.
Lincoln, Y.S., & Guba, E.G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., 163-188). Thousand Oaks, CA: Sage.
Malarz, L. (2014). Bilingual Education: Effective Programming for Language-Minority Students. 
Mann, L., & Sabatino, D. A. (1985). Foundations of cognitive process in remedial and special education. Aspen Systems Corporation.
Mason, L., & Santi, M. (1994). Argumentation Structure and Metacognition in Constructing Shared Knowledge at School.
McNeil, J. D. (1992). Reading comprehension: new directions for classroom. Los Angles: U. of California.
Mckenna, M. C., Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.
Mezynski, K. (1983). Issues concerning the acquisition of knowledge: Effects of vocabulary training on reading comprehension. Review of educational research, 53(2), 253-279.
Meyers, J., Lytle, S., Palladino, D., Devenpeck, G., & Green, M. (1990). Think-aloud protocol analysis: An investigation of reading comprehension strategies in fourth-and fifth-grade students. Journal of Psychoeducational Assessment, 8(2), 112-127.
Mitchell, E.S. (1986). Multiple triangulation: A methodology for nursing science. Advances in Nursing Science, 8(3), 18-26.
Muñiz-Swicegood, M. (1994). The effects of metacognitive reading strategy training on the reading performance and student reading analysis strategies of third grade bilingual students. Bilingual Research Journal, 18(1-2), 83-97.
Mustafa, H. H., Rashid, M. A., Atmowardoyo, H., & Dollah, S. (2015). Students' attitudinal factors in learning English as a foreign language. Journal of Language Teaching and Research, 6(6), 1187.
Nisbet, J., & Shucksmith, J. (1986). Learning strategies. London: Routledge and Kegan Paul.
Nguyen, T. T. T. (2021). Language and intercultural peer interactions: Vietnamese students in Taiwan’s bilingual academic settings. International Journal of Intercultural Relations, 84, 86-94.
O’Malley, J. M., Chamot, A. U., Strewner-Manzanares, G.., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
O’Malley, J. M., Chamot, A. U., Strewner-Manzanares, G., Russo, R. P. & Kupper, L. (1985). Learning strategies application with students of English as a second language. TESOL Quarterly, 19, 285-96.
Palincsar, A. S. (1985). The Unpacking of a Multi-Component, Metacognitive Training Package.
Pan, Y. C., & Pan, Y. C. (2009). The effects of pictures on the reading comprehension of low-proficiency Taiwanese English foreign language college students: An action research study. VNU Journal of Foreign Studies, 25(3).
Patton, M.Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Sciences Research, 34, 1189–1208.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary educational psychology, 8(3), 293-316.
Paris, S. G., & Hamilton, E. E. (2009). The development of children’s reading comprehension. In S. E. Israel. & G. G. Duffy. (Eds.), Handbook of research on reading comprehension. (32-53). New York, NY: Routledge.
Paris, S.G. & Jacobs, J.E. (1984). The Benefits of Informed Instruction for Children’s Reading Awareness and Coprehension Skillsa. Child Development. (55). s.2083- 2093
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategies readers. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). Mahwah, NJ: Lawrence Erlbaum Associates.
Payne, B. D., & Manning, B. H. (1992). Basal reader instruction: Effects of comprehension monitoring training on reading comprehension, strategy use and attitude. Literacy Research and Instruction, 32(1), 29-38.
Polit, D.F., & Beck, C.T. (2012). Nursing research: Generating and assessing evidence for nursing practice. Philadelphia, PA: Lippincott Williams and Wilkins.
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How can students improve their reading comprehension skill. Journal of Studies in Education, 6(2), 229.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11(4), 357-383.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344.
Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In: G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (43-97). Lincoln NE: Buros Institute of Mental Measurements.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading.
Pressley, M. (2002). Metacognition and self-regulated comprehension. What research has to say about reading instruction, 3, 291-309.
Pressley, M., & Harris, K. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. H. Wine (Eds.), Handbook of educational psychology (265-286). Mahwah: NJ: Lawrence Erlbaum.
Slavin, R. E., Madden, N., Calderón, M., Chamberlain, A., & Hennessy, M. (2011). Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. Educational evaluation and policy analysis, 33(1), 47-58.
Sainsbury, M. (2004). Childrenís attitudes to reading, Education Review, 17(2), 49-54
Shapiro, E. S. (2006). Curriculum-based measurement and the evaluation of reading skills of Spanish-speaking English language learners in bilingual education classrooms. School Psychology Review, 35(3), 356-369.
Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12(2), 18-42.
Slavin, R. E., Madden, N., Calderón, M., Chamberlain, A., & Hennessy, M. (2011). Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis, 33(1), 47-58.
Şen, H. Ş. (2009). The relationship between the use of metacognitive strategies and reading comprehension. Procedia-Social and Behavioral Sciences, 1(1), 2301-2305.
Simons, L. & Lathlean, J. (2010) Mixed Methods. In Gerrish, K. & Lacey, A. (Eds.) The Research Process in Nursing. 6th ed. London, Wiley-Blackwell.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Soltanieh, S. (2014). Parental attitudes to bilingualism and parental strategies for developing first and second language skills in bilingual children (Master's thesis, University of Stavanger, Norway).
Stephens, C. (2013). Executive Function Development: A Comparison of Monolingual and Bilingual Children in Ireland. [Master’s thesis]. Queen’s University.
Swalander, L., & Taube, K. (2007). Influences of family based prerequistes, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32, 206-230. 
Taraban,R. Kerr, M, and Rynearson, K (2004) Analytic And Pragmatic Factors In College Students’ Metacognitive Reading Strategies. Reading Psychology, 25:67–81, 2004.
Tregar, B., & Wong, B. F. (1984). comprehension and second language oral ability. Placement procedures in bilingual education: Education and policy issues, 12, 152. 
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and instruction, 16(1), 3-118.
White, R. T., & Gunstone, R. F. (1989). Metalearning and conceptual change. International Journal of Science Education, 11(5), 577-586.
Wilson, V. (2014). Research methods: triangulation. Evidence based library and information practice, 9(1), 74-75.
Worrell, F. C., Roth, D. A., & Gabelko, N. H. (2007). Elementary Reading Attitude Survey (ERAS) scores in academically talented students. Roeper Review, 29, 119-124.
Yeung, A. S., Marsh, H. W., & Suliman, R. (2000). Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language. American Educational Research Journal, 37(4), 1001-1026.
Zare-ee, A. (2007). The relationship between cognitive and metacognitive strategy uses and EFL reading achievement. Journal of Applied Psychology, 2, 105-119.
Zhang, W. & Creswell, J. (2013) The use of "mixing" procedure of mixed methods in health services research. Medical Care, 51, 5-7.