EFL Teachers and Learners Perception of Metacognitive Reading Strategy and Academic Performance: A Survey of Undergraduate Students in Bangladesh

Abstract

<p style="text-align: justify;"><em>Metacognition is an integral part of effective reading. Expert readers and highly skilled readers use specific metacognitive strategies before, during, and after reading to aid their comprehension and understanding of the texts read. The behaviors that good readers use helps them to construct meaning while reading, makes evaluations of text, and make connections with prior knowledge and experiences. Metacognitive strategies increase a reader&rsquo;s ability to construct meaning and to evaluate the text he or she is reading. In spite of its importance, the metacognitive strategy has long been the ignored strategy in English language teaching and learning in Bangladesh. The present study attempts to find out whether the EFL teachers and students have the awareness that metacognitive reading strategy enhances EFL students&rsquo; reading comprehension. The article describes the development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers&rsquo; metacognitive awareness and perceived use of reading strategies while reading academic or school-related materials. There were 3 strategy subscales or factors: Global Reading Strategies, Problem-Solving Strategies, and Support Reading Strategies. The reliability and factorial validity of the scale will be demonstrated. In addition, directions for administering and scoring the instrument will be provided, and suggestions for interpreting the results obtained will be offered. Finally, the scales' implications for reading research and instruction will be discussed.</em></p>

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