engleski

Metacognitive Reading Strategies as Useful Tools for Enhancing Students' L2 Proficiency and Academic Success

Previous studies have confirmed a positive correlation between L2 proficiency and the use of L2 reading strategies (Clarke, 1980 ; Griva, Alevriadou, Xanthidou, & Tsakiridou, 2009), especially metacognitive ones, being more frequent in the repertoire of successful learners (Cohen, 2014 ; Fotovatian & Shokrpour, 2007 ; Griva, 2005). This paper focuses on the metacognitive L2 reading strategies that a group of university students (N=83) perceive to be using while reading texts in English for Academic Purposes (EAP). The authors' aim was to discover a possible relationship between the participants’ metacognitive L2 reading strategy use and the following three factors: their proficiency in English, GPAs and grades in the relevant courses. The instruments included: a background questionnaire, a cloze test and the SORS (Survey of Reading Strategies) questionnaire by Mokhtari and Sheorey (2002). The obtained results indicated a medium and high self-perceived strategy use, positively correlated with each factor above. It can be thus proposed that - when teaching L2 - more attention should be paid to metacognitive strategies as an important factor in the development of L2 reading skill, which may consequently foster success in the academic context.

engleski za akademske potrebe, jezična vrsnoća na J2, metakognitivne strategije čitanja

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