Abstract
The purpose of the present study was to explore the relationship between EFL learners’ metacognitive reading strategies use and their reading comprehension achievement. To fulfill this objective, 120 Iranian EFL students studying at Shahid Bahonar University of Kerman and Valiasr University of Rafsanjan took part in this study. The participants were selected from among senior BA students majoring in English Literature and English Translation. In order to obtain the required data, two instruments were utilized: survey of reading strategies by Mokhtari and Sheorey (2002) and a TOEFL reading comprehension test chosen from the materials officially printed by Educational Testing Service (2003). After collecting the required data, the statistical procedures were done using SPSS version 18. The findings of this study revealed that there was a significant positive relationship between the use of overall metacognitive reading strategies by the participants and their reading comprehension achievement.
Highlights
In most L2 contexts, the focus of attention is directed towards students’ learning
The findings of this study revealed that there was a significant positive relationship between the use of overall metacognitive reading strategies by the participants and their reading comprehension achievement
Barnett (1988) conducted a study concerning second language reading on French language students, and the results indicated that the proficient readers showed more awareness of their use of metacognitive reading strategies in reading comprehension compared to the less proficient readers
Summary
The ultimate aim of teaching, nobody can deny the roles of teachers and learners as two of the most influential factors to this end. Teachers’ role is essential as they plan and execute their lessons in a way to provide the learners with the input necessary for learning. Reading comprehension as one of the main sources providing the learner with the essential input (Harmer, 2007) plays a very crucial role in L2 learning process. It is one of the skills of language whose mastery is an indication of language achievement which is the ultimate aim of teaching. According to Anderson (1982), Carrell (1998) and Eskey (1973) reading is an essential skill for students, especially for those wanting to attend university. Johnston (1983) puts forth that reading is to build a model of meaning
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