Second Language Learners’ Awareness and Use of Metacognitive Strategies in Academic Reading: A Case Study

Conference: The Barcelona Conference on Education (BCE2022)
Title: Second Language Learners’ Awareness and Use of Metacognitive Strategies in Academic Reading: A Case Study
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Oral Presentation
Authors:
Hanen Dammak, University of Tunis, Tunisia
Asma Maaoui, University of Tunis, Tunisia

Abstract:

The purpose of the present study was to investigate the metacognitive reading strategies awareness and use of second language learners majoring in English.in a Tunisian university. For this purpose, a sample of 113 Tunisian tertiary education students volunteered to take part in this study and answered an online survey based on a modified version of Mokhtari and Sheorey’s (2018) MARSI instrument. Additionally, a follow-up interview was conducted with four students for a better understanding of their awareness and use of metacognitive strategies when reading academic materials, specifically in linguistics, culture studies, and literature. The modified version of MARSI assesses three categories of strategies: (1) Global Reading Strategies, (2) Problem-Solving Strategies, and (3) Support Reading Strategies. The quantitative data analysis procedures included correlations calculated via SPSS 23. The findings of this study revealed correlations between (1) global reading and problem-solving strategies, (2) global reading and support reading strategies, and (3) problem-solving strategies and support reading strategies. Besides, the analysis showed a mismatch between the learners’ reported high strategy use and good reading ability on the one hand and a predominantly low level of metacognitive strategy awareness on the other.

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