EFL Students’ Metacognitive Awareness Regarding Reading Comprehension Strategies at Elementary Level

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Dr. Tahira Kalsoom, Dr. Fakhra Aziz, Dr. Sadaf Jabeen

Résumé

The study aims to explore EFL students’ metacognitive awareness regarding reading comprehension Strategies at elementary level. The objective of the study was to find out the students’ metacognitive awareness regarding reading comprehension strategies using MARSI scale at elementary level and to find out the difference in the level of awareness with special reference to their demographic characteristic. The study was conducted in positive paradigm. For this quantitative study, survey method was used to collect data. Elementary school students were the population of the study. Students studying in grade six, seven and eight were randomly selected and in order to measure students’ meta-cognitive awareness about reading strategies, MARSI scale was used. It was concluded in the light of results that students use different reading comprehension strategies while readings. Among three reading strategies i.e. global reading, support reading and problem-solving reading strategy, the most used strategy was problem-solving reading strategy, to overcome the difficulty of reading comprehension. After this support reading strategy was found to be used frequently. Three mostly used strategies were “knowing the meaning of unknown words” (PROB), “summarizing the text” (SUPP) and “re-reading the text to comprehend it” (PROB). However, least frequently used strategies were, “using reference material” (SUPP), thinking what I know to help in understanding” (GLOB) and “checking to see the guesses about the text” (GLOB).

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