DEVELOPING STUDENTS’ ENGLISH READING SKILLS BASED ON THE METACOGNITIVE APPROACH
Keywords:
Metacognition, reading comprehension, English as a Foreign Language (EFL), metacognitive strategies, academic reading, higher education.Abstract
This study investigates the enhancement of English reading skills among university students through the application of metacognitive strategies. Metacognition, or "thinking about thinking," involves awareness and control of one's cognitive processes during reading. The research highlights the significance of metacognitive strategies in improving reading comprehension, fostering independent learning, and promoting critical thinking. By integrating metacognitive instruction into reading curricula, educators can empower students to become more effective and autonomous readers. The findings suggest that explicit teaching of metacognitive strategies leads to significant improvements in students' reading performance.
References
Ismail, S. A. A., & Tawalbeh, T. (2015). Effectiveness of metacognitive reading strategies on reading comprehension of science college students. Journal of Education and Practice, 6(3), 109–116.
Rastegar, M., Jahromi, F. S., & Kiany, G. R. (2017). Metacognitive reading strategies and reading comprehension: A study of Iranian EFL learners. Journal of Applied Linguistics and Language Research, 4(5), 44–54.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest, EDO-FL-01-10.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.
Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children's reading awareness and comprehension skills. Child Development, 55(6), 2083–2093.
