Metacognitive awareness of reading strategies among undergraduates in an ESL context

Ng Zhi, Wei (2017) Metacognitive awareness of reading strategies among undergraduates in an ESL context. [Final Year Project Report] (Unpublished)

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Abstract

Reading skills play a significant role in daily lives as reading is required for academic tasks in schools. This study aimed to investigate the metacognitive awareness of reading strategies among 300 first year undergraduates in an ESL context based on their gender and levels of language proficiency using an adapted version of Metacognitive Awareness Reading Strategies Inventory (MARSI). It was found that these students mostly preferred problemsolving strategies than global and support reading strategies. Females were also found significantly employed more metacognitive awareness of reading strategies compared to males. One-way ANOVA showed that there was significant difference based on levels of language proficiency in the use of metacognitive awareness of reading strategies. Tukey's HSD test revealed that high proficient students significantly utilised reading strategies the most followed by intermediate and low proficient students. It is hoped that this study could provide an insight towards readers on the significance of being aware in utilising reading strategies which would help to improve their reading comprehension.

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