Metacognitive Awareness And Use Of Reading Strategies On The Narrative Text By Iraqi Efl College Students

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dc.contributor.authorAlqatrani, Munaif Y Dhaher
dc.date.accessioned2018-07-12T02:34:20Z
dc.date.available2018-07-12T02:34:20Z
dc.date.issued2012
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/5911
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectEFL readers' metacognitive awareness level of reading strategiesen_US
dc.subjectuse of reading strategies to comprehend the narrative texten_US
dc.titleMetacognitive Awareness And Use Of Reading Strategies On The Narrative Text By Iraqi Efl College Studentsen_US
dc.typeThesisen_US
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