Metacognitive Awareness And Use Of Reading Strategies On The Narrative Text By Iraqi Efl College Students
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Date
2012
Authors
Alqatrani, Munaif Y Dhaher
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The aim of this study is to examine EFL readers' metacognitive awareness level of
reading strategies and use of reading strategies to comprehend the narrative text. The study
was done in Basrah University, Iraq and the respondents are Arabic students in the College
of Education – Department of English language. The study was carried out by giving the
students a questionnaire to investigate their awareness of reading strategies which is an
Arabic translated version of Metacognitve Awareness of Reading Strategies Inventory
(MARSI) and a reading comprehension exercise. The correlation between good and poor
readers' awareness of reading strategies in comprehension of the narrative text was
investigated. Also the study examined which reading strategies are more frequently and less
frequently used by the students. The study revealed that both good and poor readers have a
high metacognitive awareness level of reading strategies with no significant difference
between their level of awareness. There is a fairly strong significant correlation between the
good readers' metacognitive awareness of global, support, and problem solving reading
strategies. However there is only one significant correlation between poor readers'
metacognitive awareness of global reading strategies and problem solving reading strategies.
The respondents' awareness degree and use of the three types of reading strategies have the
same order. First comes the problem solving reading strategies then global reading strategies
and finally support reading strategies. Four problem solving reading strategies and two
global reading strategies are the most frequently used to comprehend the narrative text, while
three global reading strategies and two support reading strategies are the least used
strategies. This research is significant to help EFL students to develop their proficiency in
comprehension especially of the narrative text. It alerts both students and teachers on the use
of reading strategies to achieve better comprehension within a shorter time. This study has
some pedagogical implications and recommendations for future studies concerning this field
of study.
Description
Keywords
EFL readers' metacognitive awareness level of reading strategies , use of reading strategies to comprehend the narrative text