Relationship between Metacognitive Awareness of Reading Strategies and Reading Comprehension

  • Nurhazwani Abd Halim Academy of Language Studies, Universiti Teknologi MARA Pahang, MALAYSIA
  • Onaliza Satimin Academy of Language Studies, Universiti Teknologi MARA Shah Alam, MALAYSIA
  • Awatif Obaid Faculty of Education, Humanities and Arts Kolej Universiti Poly-Tech MARA, MALAYSIA
  • Aimi Syafiqah Ghazali Centre of Foundation Studies, Universiti Teknologi MARA Selangor, MALAYSIA
Keywords: metacognitive awareness, reading strategies, reading comprehension

Abstract

The study aimed to investigate the level of metacognitive awareness of reading strategies and its relationship with reading comprehension. The study was conducted on Diploma in TESL students at a private tertiary institution. Data was collected using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) Version 1.0 by Mokhtari and Reichard (2002) and a reading comprehension test that the students must sit for as one of their assessments in their Reading and Writing course. The simple random sampling method was used and the number of students who participated in the study was 191 respondents. The level of metacognitive awareness of reading strategies was analyzed and the Pearson’s Product Moment correlation was employed to identify the correlation between the two variables. Overall, the result indicated that most of the respondents are aware of the various strategies that can assist them in reading comprehension. A further analysis revealed that the most preferred strategies are the ones under Problem-solving domain. In terms of its relationship with reading comprehension, the result indicated a positive correlation between the two variables indicating that metacognitive awareness of reading strategies plays a significant role in enhancing the students’ reading comprehension.

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Published
2022-06-27
How to Cite
Abd Halim, N., Satimin, O., Obaid, A., & Ghazali, A. S. (2022). Relationship between Metacognitive Awareness of Reading Strategies and Reading Comprehension. AJELP: Asian Journal of English Language and Pedagogy, 10(1), 56-67. https://doi.org/10.37134/ajelp.vol10.1.5.2022