Metacognitive Awareness Level and Strategy Use in Academic Reading among ESL Undergraduates

Abstract

Reading is an essential skill in tertiary learning hence the ability to comprehend academic materials is crucial among undergraduates.  Empirical evidence suggests a positive relationship between success in academic reading and learners’ strategy use and metacognition (Li & Chun, 2012; Ahmadi, Ismail & Abdullah, 2013).  However, not many English as a Second Language (ESL) learners are able to apply reading strategies effectively and possess metacognitive knowledge.  The present study investigates the metacognitive awareness and strategy use of ESL undergraduates in reading academic materials.  Metacognitive awareness of reading strategies inventory (MARSI) questionnaire was used to assess learner’s metacognitive awareness on the strategies used.  A correlation analysis was carried out to determine the relationship between the learners’ metacognitive awareness and reading test scores.  Findings of the study indicate the types of strategies used and the correlation level between the students’ metacognitive awareness and their low and high-order reading skills.  Results of the study can shed light on the role of metacognitive knowledge in academic reading and offer suggestions for strategy use enhancement among ESL learners.