Effects of frequency of use of metacognitive reading strategies on reading comprehension achievement of English majors

Abstract

The aims of the study are to identify the frequency level of use of metacognitive reading strategies of 107 English majors while they are reading the academic English materials, and investigate the relationship between students’ metacognitive reading strategies and their academic English reading comprehension achievement. The results obtained from statistical analyses show that students use the metacognitive reading strategies in medium level. The results also show that the metacognitive reading strategies have positive relationships with academic English reading comprehension achievement