Exploring Metacognitive Awareness of Reading Strategies among Undergraduates

Abstract

This study explores how Malaysian ESL undergraduates are aware of their reading strategies and processes. This study draws on the framework established by Mokhtari and Reichard (2002) to explore how students view their use of global, problem-solving, and support reading strategies, as well as the relationship between these strategies. A quantitative method was employed, involving 146 participants who completed a self-report questionnaire. Studies show that students frequently use various reading strategies, particularly demonstrating a strong interest in predicting, rereading, and highlighting. The findings reveal significant positive relationships among all three types of strategies, indicating that students often use multiple strategies at the same time to enhance their understanding. The results highlight the importance of developing metacognitive awareness in ESL teaching and learning process.