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An overview of metacognitive strategies in reading comprehension skill
[journal article]
Abstract A universal agreement among scholars is that reading is one of the most difficult skills to develop a high level of proficiency for foreign language learners. A
vast amount of research within the field of foreign language has indicated that reading
comp- rehension is an interactive, constructive, ... view more
A universal agreement among scholars is that reading is one of the most difficult skills to develop a high level of proficiency for foreign language learners. A
vast amount of research within the field of foreign language has indicated that reading
comp- rehension is an interactive, constructive, meaning-making process, also entails the
use of certain skills, and specific components. In that sense, the concept of metacognition
is a valuable and a critical tool in reading comprehension skill. Because, both experimental
and descriptive studies claimed that metacognitive strategies play an outstanding role in
enhancing comprehension in reading. Therefore, the use of metacognitive strategies in
the reading process has been considerably supported as a remarkable aid for its positive
effects of employing in reading process. With the ever-growing significance of metacognitive strategies, this review study mainly aims to indicate the necessity of teaching metacognitive strategies to the students and shed light on metacognitive strategy use in reading skill in English as a foreign language (EFL). Namely, this paper attempts to explore the necessities of using metacognitive strategies and their functions through the reading comprehension literature. Furthermore, the views of prominent scholars about the
use of metacognitive strategies and the raising of metacognitive awareness in reading
comprehension skill are elobarated from different perspectives. To this end, the current
study is framed around to provide a deep and clear understanding about close relationship between reading and reading comprehension process, and then certain different
definitions and the functions of metacognitive strategies in reading are presented. Afterwards, diverse taxonomies of metacognitive strategies in literature are explored. Additionally, the relation between metacognitive strategies and reading comprehension in
EFL classrooms is deeply explained. Finally, alternative effective metacognitive reading
strategies and strategy-based models are represented to promote the employment of metacognitive stategies among EFL readers.... view less
Keywords
foreign language teaching; English language; reading; competence; cognition; learning; strategy
Classification
Curriculum, Teaching, Didactics
Document language
English
Publication Year
2017
Page/Pages
p. 67-82
Journal
The Journal of Academic Social Science Studies (2017) 57
DOI
https://doi.org/10.9761/JASSS7074
ISSN
2147-2971
Status
Published Version; peer reviewed