What is RCT

A pilot study was conducted for a tool that assesses bilingual´s self-reported metacognitive strategy usage when reading in English (L2). A task specific, multimethod instrument (ROSO) was created and administered in a private international school to secondary students (N=135). The tool assessed reading comprehension with academic texts followed by multiple choice questions. Students were asked open questions about strategy usage, and these spontaneous responses were coded by three judges. Next students rated strategy usage, considering earlier readings, using a Likert scale. Finally, participants were presented with an open-ended question asking how to understand a difficult passage in English; this answer was also coded. The reliability and validity of the tool was verified with minor adjustments. This work presents the theoretical research for the design of the tool and the results and analysis of the study.