The Effects of Metacognitive Strategies on Reading Comprehension of ESL Students

Abstract

In Pakistan, English holds prestige as an official language. Being the language of instruction, reading comprehension of the English language is crucial in the development of critical thinking and equips learners to understand complex content. In this regard, metacognition can help the learner by understanding their thinking and improving their learning processes. Many studies show that by applying metacognitive strategies, students can develop their critical reading skills to comprehend advanced reading material. However, without correct application and understanding of the process, teachers and students remain in want of achieving results. This article explores the development of reading comprehension of ESL students by implementing meta-cognitive strategies in the students of the M.A. English programme. The aim is to explore the relation between metacognitive strategies (planning, monitoring and evaluating) and reading comprehension, and how metacognitive awareness has a direct impact on reading comprehension of ESL students.