Investigating Metacognitive Reading Strategy Awareness of Saudi Tertiary Students: Comparisons of Gender, Reading Ability and Year Level

Students entering higher education are required to have order reading skills in succeed at the tertiary level. Comprehending complex texts requires them possess certain strategies compensate for any pitfalls of not grasping unfamiliar words or semantic structures especially first-time read texts. The study, therefore, investigated metacognitive strategy awareness EFL Saudi students level Arabia and its relationship with other variables such as year gender. A total 355 completed Metacognitive Awareness Reading Strategies Inventory (MARSI-R) (Mokhtari et al., 2018) . data analysis delineated variations use between different levels genders. most least frequently used among correlation ability perception were also analysed. findings indicated that participants this study had a medium all strategies. showed amongst was problem-solving (PSS) followed by support (SRS) global (GRS). according their perceived varied but only result poor readers statistically lower compared levels. Gender differences insignificant across subscales concludes number suggested pedagogical implications future research recommendations. Keywords: strategies; Reading; comprehension;