AN OVERVIEW OF METACOGNITIVE STRATEGIES IN READING COMPREHENSION SKILL
A universal agreement among scholars is that reading is one of the most difficult skills to develop to a high level of proficiency for foreign language learners. A vast amount of research within the field of foreign language has indicated that reading comprehension is an interactive, constructive, a...
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Acceso en línea: | https://doaj.org/article/7e8686dcd770405a985a1543e1131744 |
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| Sumario: | A universal agreement among scholars is that reading is one of the most difficult skills to develop to a high level of proficiency for foreign language learners. A vast amount of research within the field of foreign language has indicated that reading comprehension is an interactive, constructive, and meaning-making process, also entails the use of certain skills, and specific components. In that sense, the concept of metacognition is a valuable and a critical tool in reading comprehension skill. Additionally, it is claimed that metacognitive strategies play an outstanding role in enhancing comprehension in reading. Therefore, the use of metacognitive strategies in the reading process has been considerably supported as a remarkable aid for its positive effects of employing in reading process. With the ever-growing significance of metacognitive strategies, this review study mainly aims to shed light on the metacognitive strategy use in reading skill in English as a foreign language context. Namely, this paper attempts to explore the necessities of using metacognitive strategies and their functions through the reading comprehension literature. Furthermore, the views of prominent scholars in related literature are elobarated from different perspectives. To this end, the current study is framed around to provide a deep and clear understanding about reading, reading comprehension process, and the relationship between metacognitive strategies and reading comprehension in EFL classrooms. Afterwards, alternative effective metacognitive reading strategies and strategy-based models are represented to promote the employment of metacognitive stategies among EFL readers. |
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