• Motaharinik Seyed Mohammadali

  Author

• Shahryari Negin

  Author

Metacognitive awareness is known as one of the efficient ability that
students can use in their reading tasks to overcome their comprehension problem.
This study was planned to investigate the Indian ESL college students’ use of
metacognitive reading strategies in their reading comprehension task. In this purpose,
the Survey of Reading Strategies (SORS) questionnaire was employed to evaluate the
students’ application of metacognitive reading strategies and the kinds of
metacognitive reading strategies which they mostly prefer. After collecting the data,
correlation statistical analysis was used to survey if there is any significant
correlation between use of Metacognitive reading strategy and reading achievement.
The outcomes show, ESL students of this study sometimes use metacognitive reading
strategy while facing reading tasks. In addition, the participants considerably were
aware and used Problem-solving strategies (M= 3.21) in comparison to Global
reading strategies (M=2.89) which was used at the least. The findings supported the
significant correlation between use of Metacognitive reading strategy and reading
comprehension (Sig= 0.008). That means, learners will achieve better reading
comprehension by using and getting aware of metacognitive reading strategies.

• pdf