The Use of Metacognitive Strategies in EFL Reading Comprehension

Abstract

The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring ELT students, Faculty Education, and Teacher Training UIN Walisongo Semarang. There is only one class which administered to this study. It consists of fortythree students; ten male and there are thirty-three female ones. First of all, metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In other words, metacognitive strategies are steps take for improving their language performances. Based on the MARSI (Metacognitive Awareness of Reading Inventory) questionnaire, three categories are being scored in metacognitive strategies. They are global reading strategies, problem-solving strategies, and support reading strategies. The result shows that academic learners mostly apply problem-solving strategies, followed by global reading strategies, and support reading strategies.

The Important Role of Metacognitive Strategies in Indonesian Efl Reading Learning Contexts

“…It can also be stated that these types of readers are more liable to survive and thrive in various arduous reading learning conditions since they are capable of adjusting their current reading strategies with other probable strategies beneficial to assist them to obtain more gigantic reading learning success. This matter of perspective confirms the results from Annury, Mujiyanto, Saleh, and Sutopo (2019) averring that L2 readers infusing more robust formation of metacognitive reading strategies will be more adaptable decision-makers while encountering varied precarious reading learning situations compared to other readers who rigidly stick to their mainstays of specific reading strategies. In an affective state, L2 readers fully infusing a higher degree of metacognitive reading strategies will simultaneously become more innovative, confident, and persevere academicians by deploying some indispensable reading strategies probably forging their higher-order thinking skills in terms of searching for a vast array of new vocabulary, guessing meaning from context, and collaborating with other learning companions to gain a better understanding of their targeted texts.…”

Metacognitive Reading Strategies Employed by Grade Nine Male and Female Students: A Study in Addis Ababa Secondary Schools

“…On the contrary, Teshome and Arficho (2022) highlighted that Ethiopian university students are classified as high-strategy users. Concerning students' preference for metacognitive reading strategies, numerous studies identified that problem-solving strategies are the most preferred strategies, followed mainly by global strategies and sometimes by support strategies (Annury et al, 2019;Harimurti1 et al, 2023;Levchyk et al, 2022;Manh & Le, 2021). On the other hand, Al-khresheh and Ben (2023) indicated that the global reading strategies are the most frequently employed strategies, followed by support and problem-solving strategies.…”

The Effects of Strategy Training on the Use of Global Reading Strategies: Implications From Think-Aloud and Eye-Tracking Data

“…However, unless learners are aware of what learning strategies are, and how they can get the benefit of them, developing and sustaining autonomy might be highly challenging. Therefore, strategy instruction has been suggested with the aims of increasing learners' metacognitive awareness of learning strategies (Alrabah & Wu, 2019;Annury, Mujiyanto, Saleh & Sutopo, 2019;Ashadi, 2019;Aziz, Nasir & Ramazani, 2019;Carrell, 1989;Deliany & Cahyono, 2020;Kung & Aziz, 2020;Kusumawardana & Akhiriyah, 2022), promoting learner autonomy as well as learners' self-esteem and self-efficacy (Hong-Nam & Leavell, 2011), fostering critical thinking (Mohseni, Seifoori & Ahangari, 2020), and specifically improving learners' reading comprehension skills (Alfassi, 2004;Alshammari, 2022;Altahap, 2022;Dole, Brown & Trathen, 1996;Sporer, Brunstein & Kieschke, 2009).…”