‘An Investigation into the Relationship between Metacognitive Reading Awareness and Reading Comprehension of Iranian EFL learners’ by Forough Sadeghi & Mostafa Zamanian

Abstract

Using appropriate reading strategies is influential in reading comprehension. In this study an attempt has been made to compare the metcognitive awareness of the reading strategies of proficient EFL students with that of less-proficient EFL learners. In addition, the current study tried to find the possible correlation between metacognitive awareness and reading comprehension. In order to accomplish this, 107 Iranian EFL learners studying English in two language institutes in Shiraz were selected through simple two-stage cluster sampling. Participants were all between 21-25 years old (both male and female). A Proficiency Test (Toefl test of Tarbiat Modares University) was administered to ensure the homogeneity of the subjects and to divide them into two proficiency levels according to their scores. Then, a reading comprehension test was given to the subjects to be completed in order to assess their reading ability in English. Soon after this, they were given a questionnaire of reading metacognitive awareness. Pearson Product Moment correlation was employed to find out if there was a statistically significant relationship between Iranian EFL learners’ reading ability and metacognitive awareness. And a t-test was run to find whether the two groups differ significantly or not. The results of the study suggested a negative significant correlation between EFL learners’ metacognitive awareness and their reading comprehension scores. In addition, it was found that there was no significant difference between high and low proficient subjects in terms of their metacognitive awareness.

Index Terms: Cognitive strategies, learning strategies, metacognitive strategies, metacognition, more proficient and less proficient learners

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