Acquiring Metacognitive Reading Technique through Web 2.0 Application – An Empirical study with ESL Learners

This research is an experimental study which was done to test whether using Read Theory, a gamification tool in academic activities, might have an effect and inspire learners in enhancing the level of reading comprehension. Since the technical education have been provided with the requisite knowledge, students are being benefited from large-scale, integrated, self-centred learning by a mix of personalized, practical, and flexible external innovative technical concepts. Besides advanced training in the digital world, the education sector has a collection of skills and dimensions through various activity plans to make the process of reading efficient in both short and medium term. The perspective therefore focuses on language teachers of engineering colleges in implementing this specific tool examining data by analysing and recording students’ responses to the given content. In this study, fifteen students from ECE and fifteen from EEE were taken as control group during the first semester. After the examination based on conventional method, Digital platform, read-theory was introduced in the second semester where the same group played as an experimented one. Reading test scores were collected from both groups during the course of study were analysed statistically. Then the survey was collected in which questionnaire was framed based on like scale provides the good outcome of meta-cognitive understanding procedures in reading comprehension. Finally, the research findings provided good outcome for both the language teachers and the student in enhancing reading comprehension skills through read-theory using various gamification elements such as credentials, knowledge points (KP), levels and feedback.