A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers

Karbalaei, Alireza
September 2010
Reading Matrix: An International Online Journal;Sep2010, Vol. 10 Issue 2, p165
Academic Journal
This study investigated whether there are any significant differences between EFL and ESL readers in metacognitive reading strategies when they are reading academic texts in English. One hundred and ninety undergraduate students (96 Iranians and 93 Indians) completed an instrument designed to measure the students' metacognitive awareness of reading strategies after performing a reading comprehension test. The result of this study indicated that the subjects in both groups reported a similar pattern of strategy awareness while reading academic texts although the two student groups had been schooled in significantly different socio-cultural environments. Regarding the difference existing among both groups, Indians reported more awareness and use of global support and total metacognitive reading strategies. Iranian students reported no significant difference in using problem-solving reading strategies. These findings explain some of the differences and similarities between EFL and ESL readers by employing metacognitive strategies in both contexts.


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