Abstract
The present study was an attempt to explore any significant relationships among Iranian EFL learners’ Metacognitive Reading Strategies (MRS) preferences and overall perfectionism to assess the subscales of each variable and find any significant relationships, and to seek any significant differences between males and females regarding MRS use. 116 Iranian EFL students studying at the departments of foreign languages of Kerman universities, namely Shahid Bahonar and Azad, participated in this study. These students, including both males and females, were randomly selected from junior and senior students majoring in Teaching English, English Translation, and English Literature. In order to obtain the required data, two questionnaires were utilized: Metacognitive Awareness of Reading Strategies Inventory (MARSI), and Multidimensional Perfectionism Scale (MPS). The findings of this study revealed that first, MRS was in a negative significant relationship with perfectionism and second, there were no significant differences between males and females regarding the frequency of their MRS use.
Highlights
Reading is considered to be an essential skill for students, especially for those wanting to attend university (Anderson, 1982; Carrell, 1998; Eskey, 1973)
The findings of this study revealed that first, Metacognitive Reading Strategies (MRS) was in a negative significant relationship with perfectionism and second, there were no significant differences between males and females regarding the frequency of their MRS use
The analysis of the data shows that Pearson correlation coefficient between MRS use and perfectionism is −0.858 with the P-value of 0.000 which is less than the significant level of α = 0.05 it can be concluded that there is a significant relationship between MRS use and perfectionism (Table 2)
Summary
Reading is considered to be an essential skill for students, especially for those wanting to attend university (Anderson, 1982; Carrell, 1998; Eskey, 1973). According to Grabe (1991) reading is as an essential skill and apparently the most vital skill for second language learners to master in their academic settings and ensure their further progress. It can be viewed as a gateway for getting, manipu-. As Li and Mumby (1996) put forth, reading can be looked at as a complex and demanding process during which learners actively make use of metacognitive strategies. These strategies are defined by Oxford (1990) as the learners’ behaviors for planning, arrangement, and self-assessment. MRS can be considered as beneficial techniques readers utilize to help them effectively plan, monitor, evaluate, and solve their comprehension problems before, during and after their reading process
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