Abstract
Effective reading skills are often viewed as the foundation to learning a foreign language as it is a ‘comprehensible input’ when learning a language. Therefore, this study aimed to examine EFL tertiary students’ metacognitive awareness of reading strategies. The study was conducted in one provincial university in China, involving 424 EFL students. The study utilised an explanatory sequential research design. Data were collected via a reading test, a questionnaire and interviews. The findings revealed that students possessed medium levels of metacognitive awareness with global and problem-solving strategies significantly affecting EFL students’ reading comprehension performance.
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