Metacognitive awarness of reading strategies. (c2010)

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.