TY - JOUR
T1 - EFL learners metacognitive awareness of reading strategies
AU - Al-Mekhlafi, Abdo Mohammed
N1 - Publisher Copyright:
© 2018, Eskisehir Osmangazi University.
PY - 2018/4/1
Y1 - 2018/4/1
N2 - Reading, a literacy skill, is of great importance to all educational systems. Even in tertiary education, many EFL learners have trouble in reading academic texts in English, as they are often found to be using ineffective reading strategies. A review of relevant literature provides insights into a range of issues relating to the teaching of reading and the development of effective EFL reading strategies including metacognitive awareness of reading strategies. The present study investigated how frequently EFL learners studying in higher education institutions think they use selected EFL reading strategies. The study used MARSI, the Metacognitive Awareness of Reading Strategies Inventory, a think-aloud instrument, on a sample of 74 tertiary level EFL learners for eliciting the subjects' self-reports on their use of selected reading strategies on a Likert scale of 1 (low) to 5 (high). The findings reported that there is a high use of all the three types of reading strategies by Elementary, Intermediate and Advanced Level EFL students in Oman. This study shows that there are no significant differences in the use of different types of reading strategies among learners of various levels.
AB - Reading, a literacy skill, is of great importance to all educational systems. Even in tertiary education, many EFL learners have trouble in reading academic texts in English, as they are often found to be using ineffective reading strategies. A review of relevant literature provides insights into a range of issues relating to the teaching of reading and the development of effective EFL reading strategies including metacognitive awareness of reading strategies. The present study investigated how frequently EFL learners studying in higher education institutions think they use selected EFL reading strategies. The study used MARSI, the Metacognitive Awareness of Reading Strategies Inventory, a think-aloud instrument, on a sample of 74 tertiary level EFL learners for eliciting the subjects' self-reports on their use of selected reading strategies on a Likert scale of 1 (low) to 5 (high). The findings reported that there is a high use of all the three types of reading strategies by Elementary, Intermediate and Advanced Level EFL students in Oman. This study shows that there are no significant differences in the use of different types of reading strategies among learners of various levels.
KW - EFL
KW - EFL reading strategies
KW - Metacognitive awareness
KW - Reading
KW - Reading in a foreign language
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U2 - 10.12973/iji.2018.11220a
DO - 10.12973/iji.2018.11220a
M3 - Article
AN - SCOPUS:85044722258
SN - 1694-609X
VL - 11
SP - 297
EP - 308
JO - International Journal of Instruction
JF - International Journal of Instruction
IS - 2
ER -