Saudi Efl Undergraduate Students’ Responses To Cognitive Stress And Metacognitive Reading Strategies In Reading Comprehension

Publication:
Saudi Efl Undergraduate Students’ Responses To Cognitive Stress And Metacognitive Reading Strategies In Reading Comprehension

dc.contributor.author	Ahmad Abu Khait, Rema Oqla
dc.date.accessioned	2023-08-30T06:37:04Z
dc.date.available	2023-08-30T06:37:04Z
dc.date.issued	2022-02
dc.description.abstract	This study examined Saudi EFL students’ responses to cognitive stress and the use of metacognitive reading strategies in reading comprehension. It is recognised that learning in any form depends on cognitive, social, and emotional factors which are interrelated. Reading comprehension in EFL (English as a Foreign Language) can be both tiring and stressful and, to be successful, EFL learners must have practical and coping strategies that they can apply with confidence and competence in comprehension of reading texts. The study also examined the effects of metacognitive strategies awareness, demographic factors, and cognitive load on Saudi EFL undergraduate students’ reading performance. Cognitive stress is conceptualized in this study as the stress created by manipulation of time-on-task and text difficulty.
dc.identifier.uri	https://erepo.usm.my/handle/123456789/17463
dc.subject	Saudi Efl Undergraduate Students’ Responses T
dc.subject	Metacognitive Reading Strategies In Reading Comprehension
dc.title	Saudi Efl Undergraduate Students’ Responses To Cognitive Stress And Metacognitive Reading Strategies In Reading Comprehension
dc.type	Resource Types::text::thesis::doctoral thesis
dspace.entity.type	Publication
oairecerif.author.affiliation	Universiti Sains Malaysia

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