Measuring Metacognitive Awareness of Reading Strategies in A TEFL Context: Second Semester at Abu-Issa Faculty of Education

الملخص

This study investigated the reading strategy use of an EFL reading class at Abu-Isa Faculty of Education. A total of 25 university students responded to a survey questionnaire with a five point Likert scale. The questionnaire had 30 items of reading strategies which were adopted from Mokhtari and Sheorey (2002) Survey of Reading Strategies (SORS) to measure non-native English speakers' metacognitive awareness and perceived use of reading strategies. The collected data were analysed with Microsoft Excel and revealed that students' strategy use was of high level to a large extent (mean= 3.76), with the highest preference being given to the supportive strategies (mean= 3.91), followed by the cognitive strategies (mean= 3.88), and the metacognitive strategies (mean= 3.49). These findings elucidated a general high level of students' strategies awareness, and at the same time; in terms of strategy use, the findings were fore felt by the researchers considering the students' proficiency level (beginner to lower-intermediate), on the basis of Mokhtari and Reichard's (2002) argument that beginner and less skilful learners tended to use supportive strategies more than metacognitive and cognitive strategies, on the contrary of the skilful learners who tended to use the opposite.