READING COMPREHENSION PERFORMANCE OF ESL PRE-SERVICE TEACHERS ASINFLUENCED BY THEIR METACOGNITIVE AWARENESS READING STRATEGIES

Abstract

The study determined the reading comprehension performance of the ESL pre-service
teachers as influenced by their metacognitive awareness reading strategies. It used the
descriptive correlational design. Data were collected through a questionnaire and a Reading
Comprehension Test from the 426 purposively sampled ESL pre-service teachers. Data were
analyzed using descriptive and inferential statistics.
The pre-service ESL teachers performed high in the reading comprehension test. They
used contextual clues in answering the test items. The different metacognitive reading strategies
aid the ESL pre-service teachers in getting the correct answer to the given questions. Finally,
the reading comprehension performance of the ESL pre-service teachers was significantly related
to their exposure to media, and average time spent in reading a text.