This paper reports on a study investigating the relationship between metacognitive strategy awareness in reading and reading ability in L1 and L2. Forty Malaysian secondary school students responded to a reading metacognitive awareness questionnaire. They also completed four sets of reading comprehension tests to determine their reading competence in L1 and L2. Results indicate that reading met...

this study examined the differences among high, mid and low ambiguity tolerance groups in their reading comprehension ability and their metacognitive awareness of reading strategies. to this end, 123 first-year college students majoring in engineering with an age range of 19-25 were stratified into three groups of high, mid and low ambiguity tolerance to participate in the study. they took part...

the purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of iranian efl learners. the data were collected through the survey of reading strategies (sors) and a reading test to examine changes in metacognitive awareness and reading performance before and after the inte...

The aim of this quasi-experimental study was to investigate the impact of a metacognitive training program on university freshmen’s reading comprehension skill in a three-credit General English (GE) Course. The participants included eight groups of freshmen, in four disciplines: Management, Psychology, Mechanical Engineering and Computer Engineering. They were randomly assigned as four experime...

This investigation sought to determine the role of cognitive word knowledge in metacognitive development. Subjects were fifth graders, seventh graders, tenth graders, and college undergraduates. Each subject completed a Likert scale self-report qWstiomuNire that measured the frequency of their metacognitive strategy use and a multiple-choice test that measured their cognitive word knowledge. Ac...

Predicting Test Anxiety Based on the Use of Cognitive and Metacognitive Strategies among Female High School Students G. Ahghar, Ph.D. The use of cognitive and metacognitive strategies can reduce test anxiety. To determine the extent to which this is done, a random sample of 610 female high school students was given two questionnaires on anxiety and learning/studying strategies. Da...

Research regarding the teaching of reading for English as a Foreign Language (EFL) and English as a Second Language (ESL) is still ongoing. This study focused on metacognitive reading strategies for these learners, first revisiting the concept of metacognition as proposed by Flavell, and then going on to explain reading strategies that require metacognitive skills within three knowledge dimensi...

The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan Test of English language Proficiency was given to the par...