The Use Of Metacognitive Strategies In Reading Comprehension A Case Of First Year Efl Students At Tizi- Ouzou University

Résumé: Metacognitive strategies that allow students to plan, control and evaluate what they read, have an essential role in the improvement of reading comprehension. The aim of this study is to investigate EFL students’ use and awareness of metacognitive reading strategies for comprehending academic texts. A questionnaire was used for data gathering and the sample of the study consisted of 49 first year EFL students at the university of Tizi- ouzou. The findings reveal a low level use and awareness of the planning, monitoring and evaluating strategies. The study recommends that students should develop positive attitudes towards reading academic texts and teachers are requested to integrate a metacognitive reading strategy instruction to foster their students’ metacognitive awareness and their comprehension abilities.

Publié dans la revue: اللسانيات التطبيقية