Metacognitive reading strategies among ESL learners of public tertiary education in Kelantan

• Main Authors: Awang, Nur Amalina, Mohd Pauzi, Nooradzlina, Wan Ismail, Wan Saiful 'Azzam, Ghani, Mohd Azizi, Hassanuzin, Salsabilla
• Format: Proceeding Paper
• Language: English
• Published: Faculty of Languages and Communication, UniSZA 2024
• Subjects: L Education (General); PE English
• Online Access: http://irep.iium.edu.my/114397/1/114397_Metacognitive%20reading%20strategies%20among%20ESL%20learners.pdf; http://irep.iium.edu.my/114397/; https://www.unisza.edu.my/iclc2024/
• Institution: Universiti Islam Antarabangsa Malaysia

This study investigates metacognitive reading strategies used by ESL learners in tertiary education in Kelantan, Malaysia, using quantitative methods. Metacognitive strategies are crucial for improving reading comprehension and academic performance, especially for second language learners. The research aims to identify prevalent metacognitive strategies among ESL tertiary students, assess their frequency of use in terms of three reading strategies, namely global, problemsolving, and support, as well as examine the relationship between the three metacognitive reading strategies. Data was collected through surveys administered to a sample of ESL tertiary students at a public university in Kelantan. Statistical analyses, including descriptive and correlation, were employed to examine the data and determine the effectiveness of metacognitive strategies in predicting reading comprehension success. The study finds that problem-solving strategies are most frequently perceived by learners, and a significant positive relationship exists among all metacognitive reading strategies. These results provide insights into how metacognitive strategies can enhance reading abilities in ESL contexts and offer recommendations for improving ESL teaching practices based on the findings.