Metacognitive Awareness of Reading Strategies among Chinese EFL Tertiary Students for Quality Teaching and Learning

Qian Li; Gurnam Kaur Sidhu; Arieff Shamida

doi:10.21834/ebpj.v8i24.4654

Authors

Qian Li School of Foreign Languages, Linyi University, the Middle Section of Shuangling Road, Linyi, Shandong Province, China
Gurnam Kaur Sidhu Faculty of Education, Languages, Psychology and Music, SEGi University, Petaling Jaya, Malaysia.
Arieff Shamida Faculty of Education, Languages, Psychology and Music, SEGi University, Petaling Jaya, Malaysia.

DOI:

https://doi.org/10.21834/ebpj.v8i24.4654

Keywords:

Metacognitive Awareness, Reading Strategies, Quality EFL Teaching and Learning

Abstract

Effective reading skills are often viewed as the foundation to learning a foreign language as it is a ‘comprehensible input’ when learning a language. Therefore, this study aimed to examine EFL tertiary students’ metacognitive awareness of reading strategies. The study was conducted in one provincial university in China, involving 424 EFL students. The study utilised an explanatory sequential research design. Data were collected via a reading test, a questionnaire and interviews. The findings revealed that students possessed medium levels of metacognitive awareness with global and problem-solving strategies significantly affecting EFL students’ reading comprehension performance.

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