Abstract:
This study purported to investigate the relationship between the metacognitive
awareness of strategy use within a sample of 115 non-native speakers of English and
their reading comprehension ability. The results of the study indicated a negative
correlation between the overall three strategy subscales (metacognitive, cognitive,
and support strategies) of the inventory (the SORS) - that was used to measure
metacognitive awareness of reading strategies- and reading comprehension ability.
The relationship was found to lack statistical significance. There was also a negative
correlation between two other subscales of the inventory (metacognitive strategies
and support strategies) and reading comprehension ability. Yet, while no significance was reported in the correlation between the metacognitive strategies subscale and reading comprehension, a stati stical significance of 0.0 19 was rep0l1ed
for the correlation between the suppoti strategies subscale and reading
comprehension. Moreover, a positive correlation was evident between the cognitive
strategies subscale and reading comprehension ability. Finally, there was no
statisti cal significance between gender and metacognitive strategy use. Based on those findings, specific educational implications for the sample patiicipants were
proposed. It is recommended that further research concerning the issue of Lebanese
non-native speakers of English and their strategy use should be conducted.
