Text Annotation as a Reading and Metacognitive Strategy: A Systematic Review of Literature

Abstract

This systematic review delves into the pressing issue of reading comprehension faced by language teachers in the Philippines. While there are several possible reasons for this problem, this study aims to focus on exploring potential strategies to alleviate the issue. Specifically, this paper examines text annotation as a viable reading and metacognitive strategy to improve reading comprehension. The findings of this research could provide valuable insights for language teachers looking to enhance their teaching methodologies and improve student learning outcomes.