Abstract
The purpose of the present study was to investigate the metacognitive reading strategy awareness and use of second language learners majoring in English in a Tunisian university. For this purpose, a sample of 113 Tunisian tertiary education students volunteered to answer an online survey based on a modified version of the MARSI inventory (Mokhtari et al., 2018). Additionally, four students were interviewed as a follow-up for a better understanding of their awareness and use of metacognitive strategies when reading academic materials, specifically in linguistics, culture studies, and literature. The modified MARSI version assesses three categories of strategies: (1) Global Reading Strategies, (2) Problem-Solving Strategies, and (3) Support Reading Strategies. The quantitative data analysis included both descriptive statistics and correlations between three factors via SPSS 23. The findings revealed moderate to strong correlations between (1) global reading and problem-solving strategies, (2) global reading and support reading strategies, and (3) problem-solving strategies and support reading strategies. Besides, the analysis showed a mismatch between the learners’ reported high strategy use and good reading ability on the one hand and a predominantly low level of metacognitive strategy awareness on the other.
Author Information
Hanen Dammak, University of Tunis, Tunisia
Asma Maaoui, University of Tunis, Tunisia
Paper Information
Conference: BCE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Dammak H., & Maaoui A. (2022) Tunisian EFL Students’ Awareness and Use of Metacognitive Strategies in Academic Reading ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings (pp. 171-183) https://doi.org/10.22492/issn.2435-9467.2022.15
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.15
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