ISSN: 2222-6990
Open access
Reading is one of the most important skills in the process of learning. It takes place at a metacognitive level where planning, evaluating and monitoring are involved. The use of metacognitive strategies has been identified as an important variable in reading comprehension. This qualitative study reports the pilot study done to investigate the behaviors of EFL readers when they use metacognitive strategies to answer reading comprehension exercises. Specifically, this study compares the behaviors of a high achiever and a low achiever reader using metacognitive strategies. The two EFL readers were purposively chosen to fit the description needed based on the scores obtained for EFL learners from a university English Test. The finding shows that the high achiever is more global when it comes to reading comprehension strategies. On the contrary, the low achiever tends to focus on minute details. Pedagogical implications are revealed by the end of the study.
Abundis-Gutierrez, A. , Gonzalez-Becerra, V., del Rio, J., Lopez, M., Ramirez, A., Sanchez, D., Huerta, J., and Capilla, L. (2018) Reading Comprehension and Eye-Tracking in College Students: Comparison between Low- and Middle-Skilled Readers. Psychology, 9, 2972-2983. doi: 10.4236/psych.2018.915172.
Becirovic, S., Brdarevic-Celjo, A., & Sinanovic, J. (2017). The use of metacognitive reading strategies among students at international Burch university: A case study. European Journal of Contemporary Education, 6(4), 645-655. Retrieved from
https://eric.ed.gov/?id=EJ1163885
Cetinkaya, P., & Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Bo?aziçi Üniversitesi E?itim Dergisi, 19(1), 1-11. Retrieved from https://tr-scales.arabpsychology.com/bilisustu-envanteri/
Chamot, A. U. (1987). A Study of Learning Strategies in Foreign Language Instruction. First Year Report
Chang, W.-C., & Ku, Y.-M. (2015). The effects of note-taking skills instruction on elementary students’ reading. The Journal of Educational Research, 108(4), 278-291. Retrieved from https://doi.org/10.1080/00220671.2014.886175
Daud, D., Hwa, C. P, Jincheng, Z., Ahmad, H., Saidalvi, A. S., Rahmat, N. H. (2021) The Cycle of Fear in Learning: The Case for Foreign Language. International Journal of Academic Research in Business and Social Sciences, Vol 11(11), pp 1433-1446. Retrieved from http://dx.doi.org/10.6007/IJARBSS/v11-i11/11618
Ghaith, G., & El-Sanyoura, H. (2019). Reading comprehension: The mediating role of metacognitive strategies.
Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
Lee, J.-Y. (2018). The Use of Test-Taking Strategies and Students' Performances in Answering TOEIC Reading Comprehension Questions. Taiwan Journal of TESOL, 15(2), 33-64. Retrieved from https://eric.ed.gov/?id=EJ1195410
Makany, T., Kemp, J., & Dror, I. E. (2009). Optimising the use of note?taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40(4), 619-635. Retrieved from https://doi.org/10.1111/j.1467-8535.2008.00906.x
Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037//0022-0663.94.2.249
Mokhtari, K., Sheorey, R., & Reichard, C. (2008). Measuring the reading strategies of first and second language readers. Reading Strategies of first-and second-language learners: See how they read, 43-65. Retrieved from https://ncela.ed.gov/rcd/bibliography/BE023803
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The Effect of Metacognitive Strategies Implementation on Students' Reading Comprehension Achievement. International Journal of Instruction, 13(2), 847-862. Retrieved from https://www.e-iji.net/dosyalar/iji_2020_2_57.pdf
Ntim, S. K. (2015) Comprehension Skill Differneces between Proficiennt and less Proficient Reader in Word-to-Text Integration Processes: Implications for Interventions for Students with Reading problems. International Journal of Learning, Teaching, and Educational Resaerch, Vol 13(3), pp 41-61. Retrieved from
https://www.ijlter.org/index.php/ijlter/article/view/443
Par, L. (2018). The EFL students’ critical reading skills across cognitive styles. JEELS (Journal of English Education and Linguistics Studies), 5(1), 73-96. Retrieved from https://jurnal.iainkediri.ac.id/index.php/jeels/article/view/541
Paris, S. G., & Flukes, J. (2006). Assessing children’s metacognition about strategic reading. Routledge.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading. In: Hillsdale, NJ: Erlbaum.
Rahmat, N. H., Arepin, M., & Sulaiman, S. (2020) The Cycle of Academic Reading Fear among Undergraduates. Asian Journal of University Education, Vol 16(3), pp 265-274. Retrieved from http://dx.doi.org/10.24191/ajue.v16i3.9730
Rahmat, N. H., Rahman, S. A. S. A., & Hassan, H. R. (2018) Exploring Reading issues among Millennials and GenZ. European Journal of English Language Teaching, Vol 4(2), pp 112-125. Retrieved from https://zenodo.org/record/2430189#.Yt_QnC8Rqi4
Rastegar, M., Kermani, E. M., & Khabir, M. (2017). The relationship between metacognitive reading strategies use and reading comprehension achievement of EFL learners. Open Journal of Modern Linguistics, 7(02), 65. Retrieved from https://doi.org/10.4236/ojml.2017.72006
Schmitt, M. C. (1990). A questionnaire to measure children's awareness of strategic reading processes. The Reading Teacher, 43(7), 454-461. Retrieved from
https://eric.ed.gov/?id=EJ406780
Sutiyatno, S. (2019). A Survey Study: The Correlation between Metacognitive Strategies and Reading Achievement. Theory & Practice in Language Studies, 9(4).
Taraban, R., Kerr, M., & Rynearson, K. (2004). analytic and pragmatic factors in college students'metacognitive reading strategies. Reading Psychology, 25(2), 67-81. Retrieved from https://doi.org/10.1080/02702710490435547
Zhang, L., Goh, C. C., & Kunnan, A. J. (2014). Analysis of test takers’ metacognitive and cognitive strategy use and EFL reading test performance: A multi-sample SEM approach. Language Assessment Quarterly, 11(1), 76-102.
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1). Retrieved from http://e-flt.nus.edu.sg
Zhang, L., Zhang, L., & Liu. (2017). Metacognitive and cognitive strategy use in reading comprehension. USA:Springer.
In-Text Citation: (Jincheng & Rahmat, 2022)
To Cite this Article: Jincheng, Z., & Rahmat, N. H. (2022). Investigating the Use of Metacognitive Reading Strategies Using Think Aloud Protocol. International Journal of Academic Research in Business and Social Sciences, 12(10), 772 – 784.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode