The Relationship between Secondary School Students' Use of Metacognitive Reading Strategies and their Reading Achievement
This study aimed to investigate how the reading abilities of ninth-grade Ethiopian students were related to their use of metacognitive reading strategies. A mixed-methods design was employed, incorporating datagathering instruments such as the reading comprehension part of Test of English as a Fo...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-04-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3457_b87a85b7a2fc2b2795010457b8ce9d23.pdf |
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| Summary: | This study aimed to investigate how the reading abilities of ninth-grade
Ethiopian students were related to their use of metacognitive reading
strategies. A mixed-methods design was employed, incorporating datagathering instruments such as the reading comprehension part of Test of
English as a Foreign Language (TOEFL), the Metacognitive Reading
Strategies Inventory (MARSI), and semi-structured interviews. One
hundred and fifty students (68 men and 82 women) took part in the
reading test and filled out the questionnaire. Among them, six students
were interviewed. The findings indicated a significant relationship
between the utilization of metacognitive reading strategies by ninth-grade
Ethiopian students and their reading proficiency, displaying a moderate
level of correlation. The utilization of global and problem-solving reading
strategies by students showed a significant correlation with their reading
performance, whereas no correlation was detected between students’ use
of reading support strategies and their reading performance. Regarding
strategy preferences, the research revealed that high and medium
achievers predominantly employed problem-solving strategies, followed
by global and support strategies. On the other hand, low-achieving
students used global reading strategies relatively more frequently,
followed by support and problem-solving strategies. The qualitative data
also corroborated the quantitative findings, revealing that high achievers
demonstrated a more advanced understanding of metacognitive reading
strategies, particularly problem-solving and global strategies, than did
low and medium achievers. Similarly, medium achievers showed a better
understanding of these strategies than low achievers. |
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| ISSN: | 2676-5357 |