Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level
Students entering higher education are required to have higher order reading skills in order to succeed at the tertiary level. Comprehending complex texts requires them to possess certain strategies to compensate for any pitfalls of not grasping unfamiliar words or semantic structures especially i...
| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2022
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| Online Access: | http://journalarticle.ukm.my/20095/ http://journalarticle.ukm.my/20095/1/52405-187271-1-PB.pdf |
| _version_ | 1848815014150930432 |
|---|---|
| author | Khreisat, Mohammad Nayef |
| author_facet | Khreisat, Mohammad Nayef |
| author_sort | Khreisat, Mohammad Nayef |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Students entering higher education are required to have higher order reading skills in order to succeed at the tertiary
level. Comprehending complex texts requires them to possess certain strategies to compensate for any pitfalls of not
grasping unfamiliar words or semantic structures especially in first-time read texts. The study, therefore, investigated
the metacognitive reading strategy awareness of EFL Saudi students at the tertiary level in Saudi Arabia and its
relationship with other variables such as year level and gender. A total of 355 students completed the Metacognitive
Awareness of Reading Strategies Inventory (MARSI-R) (Mokhtari et al., 2018). The data analysis delineated
metacognitive awareness of EFL Saudi students of reading strategies and variations in awareness and use between
different levels and genders. The most and least frequently used strategies among the students and correlation between
different strategies and year and ability perception levels were also analysed. The findings indicated that the
participants in this study had a medium level of awareness in all metacognitive reading strategies. The analysis also
showed that the most frequently used strategy amongst Saudi students was problem-solving strategies (PSS) followed
by support reading strategies (SRS) and the least frequently used strategy was global reading strategies (GRS).
Awareness among students according to their perceived levels varied but only result of poor readers was statistically
lower compared to other levels. Gender differences were all statistically insignificant across all subscales of reading
strategies. The study concludes with a number of suggested pedagogical implications and future research
recommendations. |
| first_indexed | 2025-11-15T00:43:14Z |
| format | Article |
| id | oai:generic.eprints.org:20095 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:43:14Z |
| publishDate | 2022 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:200952022-10-12T04:02:35Z http://journalarticle.ukm.my/20095/ Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level Khreisat, Mohammad Nayef Students entering higher education are required to have higher order reading skills in order to succeed at the tertiary level. Comprehending complex texts requires them to possess certain strategies to compensate for any pitfalls of not grasping unfamiliar words or semantic structures especially in first-time read texts. The study, therefore, investigated the metacognitive reading strategy awareness of EFL Saudi students at the tertiary level in Saudi Arabia and its relationship with other variables such as year level and gender. A total of 355 students completed the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) (Mokhtari et al., 2018). The data analysis delineated metacognitive awareness of EFL Saudi students of reading strategies and variations in awareness and use between different levels and genders. The most and least frequently used strategies among the students and correlation between different strategies and year and ability perception levels were also analysed. The findings indicated that the participants in this study had a medium level of awareness in all metacognitive reading strategies. The analysis also showed that the most frequently used strategy amongst Saudi students was problem-solving strategies (PSS) followed by support reading strategies (SRS) and the least frequently used strategy was global reading strategies (GRS). Awareness among students according to their perceived levels varied but only result of poor readers was statistically lower compared to other levels. Gender differences were all statistically insignificant across all subscales of reading strategies. The study concludes with a number of suggested pedagogical implications and future research recommendations. Penerbit Universiti Kebangsaan Malaysia 2022-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/20095/1/52405-187271-1-PB.pdf Khreisat, Mohammad Nayef (2022) Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 28 (2). pp. 122-139. ISSN 0128-5157 https://ejournal.ukm.my/3l/issue/view/1526 |
| spellingShingle | Khreisat, Mohammad Nayef Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level |
| title | Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level |
| title_full | Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level |
| title_fullStr | Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level |
| title_full_unstemmed | Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level |
| title_short | Investigating metacognitive reading strategy awareness of Saudi tertiary students : comparisons of gender, reading ability and year level |
| title_sort | investigating metacognitive reading strategy awareness of saudi tertiary students : comparisons of gender, reading ability and year level |
| url | http://journalarticle.ukm.my/20095/ http://journalarticle.ukm.my/20095/ http://journalarticle.ukm.my/20095/1/52405-187271-1-PB.pdf |