Relationship between Metacognitive Awareness of Reading Strategies and Reading Comprehension
DOI:
https://doi.org/10.37134/ajelp.vol10.1.5.2022Keywords:
metacognitive awareness, reading strategies, reading comprehensionAbstract
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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