The IUP Journal of English Studies
Metacognitive Awareness of Reading Strategies of Aspiring English Language Professionals in an ESL Context: Pedagogical Implications

Article Details
Pub. Date : September, 2021
Product Name : The IUP Journal of English Studies
Product Type : Article
Product Code : IJES90921
Author Name : Pranjana Kalita Nath
Availability : YES
Subject/Domain : Arts & Humanities
Download Format : PDF Format
No. of Pages : 16



This study explores the metacognitive awareness of reading strategies of students enrolled in a Linguistics and English Language Teaching program in an Indian university with the aim to identify the possible areas for pedagogical interventions in a course on Academic Reading. Data were collected through the questionnaire developed by Mokhtari and Shorey (2002) for measuring metacognitive awareness of reading strategies, followed by semi-structured interviews. The data revealed that the students had used problem-solving strategies more than the global and support strategies. The follow-up interviews also revealed that the students with higher level of perceived awareness of reading strategies had used a greater variety of reading strategies than those with lower level of awareness. The study indicates that the pedagogical interventions for improving the use of academic reading strategies of the students need to include, among others, explicit instructions regarding the use of various strategies, opportunities for constant reflection on strategies used for effective reading, and opportunities for peer discussion while negotiating a text.


Metacognitive awareness has long been considered an important factor for enhancing reading comprehension of second language learners. Studies such as Afflerbach et al. (2013), Ahmadi, Ismail, and Abdullah (2013), Baker and Brown (1984), and Paris and Jacobs (1984) support the claim that learners who are aware of their own reading strategies are able to make better decisions regarding how to manage and direct their own reading. However, Carrell, Gajdusek, and Wise (1998) reported that the relationships between strategies and comprehension are not simple and straightforward. Anderson (1991) also reported that although particular reading strategies do not necessarily lead to successful