Abstract Reading strategies are seen as supportive means to help learners process and comprehend English texts effectively. The present research probed to posit a discipline-specific model of reading strategies for Iranian TEFL postgraduate students. The motive behind developing a local model of reading strategy is twofold: first, a variety of postgraduate students admitted for M.A and Ph.D. pr...

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...

The aim of this study is to test the mediation reading motivation between preservice teachers' metacognitive strategies and critical self-efficacy. For purpose, a sample 482 teachers studying at education faculty state university located in city center Central Black Sea Region spring semester 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Per...

Difficulties in developing reading skills the early grades can lead to severe academic difficulties throughout pupils schooling. Literacy is one of strongest predictors success. This study aimed determine achievement before and after program implementation. A quasi-experimental using group pre-test post-test design was used. The results revealed that scores reflect most at least 70 level 3. mea...

The study aims to identify the types of metacognitive awareness as well as Multiple Intelligences with Taiwanese EFLs (English as Foreign Language) at medical junior colleges. In addition, metacognitive awareness and multiple intelligences were investigated to discover whether or not both factors affect students’ English reading performance, specifically in reading comprehension. A total of 454...

This paper examines the reading strategies that four Chinese adult readers use in reading both Chinese and English texts. Their strategies they used are analyzed into two broad categories: the text-initiated strategies and the reader-initiated strategies. All participants demonstrated more strategy use in reading the English texts than in reading the Chinese text. In general, participants were ...