Abstract
The present study aimed at finding the relationship between the subscales of achievement goals and the frequency of metacognitive reading strategies (MRS) Iranian EFL learners use, and tried to explore any significant differences between males and females regarding achievement goals and metacognitive reading strategy use. 103 freshman and sophomore students majoring in English Literature and English Translation in Shahid Bahonar and Azad universities of Kerman took part in this study. In order to obtain the required data, two questionnaires were utilized: Achievement Goal Questionnaire (AGQ) developed by Elliot and McGregor (2001) to measure the participants’ achievement goal orientations, and Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari and Reichard (2002) to measure the participants’ frequency of metacognitive reading strategy use. The findings of this study revealed that there was a significant positive relationship between mastery-approach goal orientation and MRS use. Regarding the other three subscales of achievement goals (performance-approach, performance-avoidance, and mastery-avoidance) in relation with MRS use, all the correlations were significantly negative. Moreover, a significant difference was found between males and females regarding their achievement goals. Females were found to have higher scores of achievement goals. Regarding MRS use and gender, no significant difference was found between males and females.
Highlights
Reading is an essential skill and perhaps the most vital skill for second language learners to master in academic settings (Grabe, 1991)
The descriptive statistics of the variables of the study, namely achievement goals and metacognitive reading strategy use as well as the achievement goal subscales have been presented in Tables 1 and 2
In order to answer the first research question regarding the relationship between the subscales of achievement goals and metacognitive reading strategies (MRS) use, four Pearson Product-Moment Correlation Coefficients were conducted (Table 3)
Summary
Reading is an essential skill and perhaps the most vital skill for second language learners to master in academic settings (Grabe, 1991). It can be considered as a gateway for getting and learning new knowledge. Chan, Lau, Leung, & Moore, 2005; Elliot, McGregor & Gable, 1999; Pintrich & Schunk, 2000), but the study examining the relationship between learners’ achievement goals and metacognitive reading strategy use has been lacking. This study, aimed at investigating Iranian EFL learners’ achievement goals in relation with their use of metacognitive reading strategies. The differences between males and females regarding their achievement goals and metacognitive reading strategy use, was another issue to be explored in this study
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