The Relationship of Metacognitive Reading Strategies Used by Saudi EFL Learners and their Emotional Intelligence

Abstract

Reading comprehension is a complex process that is based on several factors such as emotion, intelligence, cognition, metacognition and like. It has been proved that there is a strong correlation between the use of metacognitive strategies and reading comprehension. This study investigated the relationship between Saudi EFL learners’ emotional intelligence and using metacognitive reading strategies. The sample of the study consisted of 100 Saudi EFL learners across the age range of 18-35 who were selected randomly from different Saudi universities. The participants were homogenized through administering a reading comprehension test. The main instruments included Emotional Intelligence Questionnaire (Petrides, 2009) and Mokhtari and Sheorey (2002) Survey of Reading Strategies (SORS) that measured the use of metacognitive reading strategies. The results revealed a highly positive connection between the Saudi EFL students’ emotional intelligence and the use of metacognitive reading strategies. Furthermore, practical implications were provided for EFL learners, teachers, and curriculum and program designers and developers.

[Retracted] Influence and Analysis of the Language and Cultural Ecological Environment in the Cognitive Process of English Writing

“…The use of metacognitive strategies in the process of English writing will greatly promote the improvement of English learning. Metacognitive strategy is an important foundation and key to helping students build a reasonable English writing knowledge system to improve their autonomous learning ability and improve their English proficiency [ 5 ]. As Figure 1 shows, metacognitive strategies are mainly reflected in the preparation before writing, the self-monitoring of the writing process, and the self-reflection and self-evaluation after writing.…”

The Intersection of Gender, Culture, and Metacognitive Reading Strategies in Iranian EFL Education: A Mixed-Methods Analysis in Pursuit of Inclusion and Equity

“…Research has underscored the role of metacognitive awareness in enhancing reading comprehension across various educational contexts (Algraini, 2022;Anderson, 2002;Carrell et al, 1989;Khellab et al, 2022;Mokhtari & Reichard, 2002). In light of this, proficiency in MRS becomes particularly crucial for EFL learners situated in culturally diverse settings, such as Iran.…”

Metacognitive reading strategies: gender, locality, and age differences among secondary school students

“…In order to read for understanding, students need to develop the ability to self-regulate their reading process. The capacity to correctly foretell one's own performance on a certain activity is an example of metacognition strategies that the reader should be familiar with [27]. Their thought processes, methods of action, problem-solving abilities, system-awareness, and comprehension strategies and procedures are all off-limits to scrutiny [28].…”