Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training could improve undergraduates’ online reading comprehension over pandemic. The results this contribute to teacher education programs teach apply regularly strategies. In a quasi-experimental design, experime...

This study aimed to reveal the use of cognitive and metacognitive strategies by university students in maharah qiraah compare such with success their learning. Hence, The results can describe differences learning outcomes among using strategies. also sought get an overview practices qiraah. As time went by, certainly got some modifications needed be reviewed. research was descriptive-quantitati...

This research explored how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. In this study, 28 EFL-based computer science students took part in a website analysis experiment. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions,...

abstract this study was conducted with the objective of investigating the practice of teaching early reading comprehension. the study was carried out in sixty-six grade 2 government primary schools found in snnpr state in gedeo zone,ethiopia, in the academic year 2015. sixty-six english language teachers were subjects of the study. the study employed mixed method, specifically quant-qual one. d...

Reading strategies are crucial in education. This research focused on Timorese language students’ levels of reading strategies. It attempted to answer two questions; (1) What the metacognitive awareness strategies? and (2) How do students apply their experiences? A mixed-method design was adopted. Mokhtari & Sheorey’s (2002) Survey Strategies (SoRS) used collect quantitative data. The findi...

This study aimed at investigating the correlations among three major dimensions of individual differences, learning styles, motivation and strategy use in reading English as a foreign language (EFL). Subjects were 422 Taiwanese undergraduate students from different levels who were classified into two groups according to their reading performance. Three questionnaires were adapted from various r...

This study investigated EFL learners’ self-perceived metacognitive strategy use with the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R). Data collection followed two steps. In first step, 213 learners responded to inventory twice (before and after a reading comprehension task). second 81 out participants answered an open survey inquiring perception changes d...