Investigating The Influence of Metacognitive Awareness in Academic Reading
Abstract
Reading is an integral aspect of the educational landscape, embraced by students, academics, and scholars alike in their daily pursuits. Students, in particular, must hone their reading skills to effectively navigate the multitude of texts they encounter during their academic journey. While students are immersed in text daily, the challenge persists in ensuring they truly comprehend what they read. Employing metacognitive reading strategies has proven to be pivotal in elevating reading comprehension. Hence, this quantitative study is done to investigate the influence of metacognitive awareness in academic reading. Specifically, this study is done to explore how learners perceive the use of metacognitive strategies in their academic reading. A purposive sample of 140 participants from a university in Selangor, Malaysia responded to the survey. The instrument used is a 5 Likert-scale survey and is rooted from Mokhtari and Reichard (2002) metacognitive strategies used on reading. The survey has 4 sections. Section A has 3 items on demographic profile. Section B has 13 items on self-monitoring strategies. Section C has 8 items on self-evaluating strategies and section D has 9 items on self-regulation strategies. The findings of the study indicate that there is a high use of metacognitive strategies among the university students. In this context, it suggests that the students are actively engaged in assessing and managing their own learning, which can lead to more effective studying and improved academic performance. This information underscores the importance of fostering metacognitive skills in educational settings to enhance learning outcomes.
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Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive Strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
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Nordin, N. M., Rashid, S. M., Zubir, S. I. S. S. & Sadjirin, R. (2013). Differences in Reading Strategies: How ESL Learners Really Read. Procedia - Social and Behavioural Science, 90, 468-477. DOI: 10.1016/j.sbspro.2013.07.116
O’malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. Shifting the Instructional Focus to the Learner.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale NJ: Erlbaum.
Rahmat, N H., Arepin, M., & Sulaiman,S. (2020) The Cycle of Academic Reading Fear among Undergraduates. Asian Journal of University Education, 16(3), 265- 274. https://eric.ed.gov/?id=EJ1274130
Rianto, A. (2022). Exploring Correlation between Metacognitive Online Reading Strategy Use and Online Reading Comprehension of EFL Students. Turkish Online Journal of Distance Education, 23(2), 223-235. https://doi.org/10.17718/tojde.1096448
Sari, L. (2017). Improving reading comprehension through directed reading thinking activity (DRTA) strategy for the eight grade students of SMP Negeri 17 Medan in the academic year of 2016-2017. State Islamic University of North Sumatera. http://repository.uinsu.ac.id/2244/1/skirpsi.pdf
Singhal, M. (2001). Reading Proficiency, Reading Strategies, Metacognitive Awareness and L2 Readers, The Reading Matrix, 1(1), https://readingmatrix.com/articles/singhal/
Sohail, S. (2016). Academic reading strategies used by Leeds Metropolitan University Graduates: A Case Study. Journal of Education and Educational Development, 2(2), 115. https://doi.org/10.22555/joeed.v2i2.442
Sutiyatno, S., & Sukarno, M. Si. (2019). A Survey Study: The Correlation between Metacognitive Strategies and Reading Achievement. Theory and Practice in Language Studies, 9(4), 438-444. DOI: http://dx.doi.org/10.17507/tpls.0904.11
Türkben, T. (2019). The effect of Self-Regulation based Strategic Reading education on comprehension, motivation, and Self-Regulation skills. International Journal of Progressive Education, 15(4), 27–46. https://doi.org/10.29329/ijpe.2019.203.3
Yüksel, İ., & Yüksel, İ. (2012). Metacognitive awareness of academic reading strategies. Procedia - Social and Behavioral Sciences, 31, 894–898. https://doi.org/10.1016/j.sbspro.2011.12.164
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54-69. https://www.researchgate.net/publication/289005641_Metacognitive_strategy_use_and_academic_reading_achievement_Insights_from_a_Chinese_context
Aquino, M., Presley, V., & De Vera. (2018). Development of Learning Material for Grade 7 Struggling Readers. TESOL International Journal, 13. https://files.eric.ed.gov/fulltext/EJ1247185.pdf
Banditvilai, C. (2020). The Effectiveness of Reading Strategies on Reading Comprehension. International Journal of Social Science and Humanity, 10(2), 46-50. doi: 10.18178/ijssh.2020.10.2.1012
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, New Jersey: Prentice Hall Regents
Burin, D. I., Gonzalez, F. M., Barreyo, J. P., & Injoque-Ricle, I. (2020). Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition and Learning, 15(3), 391-410. https://doi.org/10.1007/s11409-020-09226-8
Butterfuss, R., Kim, J., & Kendeou, P. (2020). Reading comprehension. OXFORD University Press USA. DOI: 10.1093/acrefore/9780190264093.013.865
Cohen, A.D. (2014). Strategies in Learning and Using a Second Language. London: Routledge.
Duke, N. K., & Pearson, P. D. (2005). Effective Practices for Developing Reading Comprehension. http://www.ctap4.org/ infolit/trainers/comprehe_strategies.pdf.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Harputra, Y., Rahmadani, Y. R., & Siregar, M. N. H. (2023). Identifying Metacognitive Online Reading Strategies of Students Universitas Graha Nusantara. Etanic: Journal of English Language Teaching and Applied Linguistics, 1(1), 20-30. https://www.jurnal.radisi.or.id/index.php/JournalETANIC/article/view/257/134
Jackson, S.L. (2015). Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA: Cengage Learning.
Jeevaratnam, J. A., & Stapa, M. (2022). Exploring Metacognitive reading strategies used by low and high proficiency Form three ESL Students. Journal of Nusantara Studies, 7(1), 335–365. https://doi.org/10.24200/jonus.vol7iss1pp335-365
Jelani, S. A., Mahmud, N. H., AB Ghaffar., N. S., Abdul Aziz, N. J., & Rahmat, N. H. (2023). Exploring Learners’ Perception of Different Types of Reading Strategies in Academic Reading. International Journal of Academic Research in Business and Social Sciences. DOI:10.6007/IJARBSS/v13-i8/17728
Khellab, F., Demirel, Ö., & Mohammadzadeh, B. (2022). Effect of teaching metacognitive reading strategies on reading comprehension of engineering students. SAGE Open, 12(4), 215824402211380. https://doi.org/10.1177/21582440221138069
Kose, N., & Güneş, F. (2021). Undergraduate students’ use of metacognitive strategies while reading and the relationship between strategy use and reading comprehension skills. Journal of Education and Learning, 10(2), 99. https://doi.org/10.5539/jel.v10n2p99
King, K. (2008). Reading Strategies. http://www.isu.edu/~kingkath/readstrt.html
Kucukoglu, H. (2013). Improving Reading Skills through Effective Reading Strategies. Procedia - Social and Behavioral Sciences, 70, 709 – 714. https://doi.org/10.1016/j.sbspro.2013.01.113
Maguire, M., Reynolds, A. E., & Delahunt, B. (2020). Reading to be: The role of academic reading in emergent academic and professional student identities. Journal of University Teaching and Learning Practice, 17(2), 58–70. https://doi.org/10.53761/1.17.2.5
Meylana, A. (2019). Students’ reading comprehension ability and problems in an advance reading comprehension class. Universitas Negeri Semarang. http://lib.unnes.ac.id/id/eprint/35817
Mokhtari, K., & Reichard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94 (2), 249-259. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.5716&rep=rep1&type=pdf
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive Strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
Nguyen, C. H., & Phung, V. T. (2021). The relationships between metacognition and reading strategies: the case of english-majored students at a private university in Vietnam. European Journal of Educational Research, 10(3), 1561-1578. https://doi.org/10.12973/eu-jer.10.3.1561
Nordin, N. M., Rashid, S. M., Zubir, S. I. S. S. & Sadjirin, R. (2013). Differences in Reading Strategies: How ESL Learners Really Read. Procedia - Social and Behavioural Science, 90, 468-477. DOI: 10.1016/j.sbspro.2013.07.116
O’malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. Shifting the Instructional Focus to the Learner.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale NJ: Erlbaum.
Rahmat, N H., Arepin, M., & Sulaiman,S. (2020) The Cycle of Academic Reading Fear among Undergraduates. Asian Journal of University Education, 16(3), 265- 274. https://eric.ed.gov/?id=EJ1274130
Rianto, A. (2022). Exploring Correlation between Metacognitive Online Reading Strategy Use and Online Reading Comprehension of EFL Students. Turkish Online Journal of Distance Education, 23(2), 223-235. https://doi.org/10.17718/tojde.1096448
Sari, L. (2017). Improving reading comprehension through directed reading thinking activity (DRTA) strategy for the eight grade students of SMP Negeri 17 Medan in the academic year of 2016-2017. State Islamic University of North Sumatera. http://repository.uinsu.ac.id/2244/1/skirpsi.pdf
Singhal, M. (2001). Reading Proficiency, Reading Strategies, Metacognitive Awareness and L2 Readers, The Reading Matrix, 1(1), https://readingmatrix.com/articles/singhal/
Sohail, S. (2016). Academic reading strategies used by Leeds Metropolitan University Graduates: A Case Study. Journal of Education and Educational Development, 2(2), 115. https://doi.org/10.22555/joeed.v2i2.442
Sutiyatno, S., & Sukarno, M. Si. (2019). A Survey Study: The Correlation between Metacognitive Strategies and Reading Achievement. Theory and Practice in Language Studies, 9(4), 438-444. DOI: http://dx.doi.org/10.17507/tpls.0904.11
Türkben, T. (2019). The effect of Self-Regulation based Strategic Reading education on comprehension, motivation, and Self-Regulation skills. International Journal of Progressive Education, 15(4), 27–46. https://doi.org/10.29329/ijpe.2019.203.3
Yüksel, İ., & Yüksel, İ. (2012). Metacognitive awareness of academic reading strategies. Procedia - Social and Behavioral Sciences, 31, 894–898. https://doi.org/10.1016/j.sbspro.2011.12.164
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54-69. https://www.researchgate.net/publication/289005641_Metacognitive_strategy_use_and_academic_reading_achievement_Insights_from_a_Chinese_context
Published
2024-03-01
How to Cite
SUBRAMANIAN, Shabina Kumari et al.
Investigating The Influence of Metacognitive Awareness in Academic Reading.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 1, p. 148-161, mar. 2024.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/24855>. Date accessed: 20 may 2025.
Section
English Section
