@article{repository51230,
         journal = {METACOGNITIVE STRATEGIES IN ENGLISH READING  COMPREHENSION AMONG EFL UNIVERSITY STUDENTS},
           title = {METACOGNITIVE STRATEGIES IN ENGLISH READING 
COMPREHENSION AMONG EFL UNIVERSITY STUDENTS},
           pages = {133--144},
       publisher = {GLOBAL: Education Language and Humanity Journal},
          number = {2},
           month = {February},
          volume = {3},
            year = {2026},
            issn = {3025-9207},
             url = {https://journal.pcn.ac.id/index.php/global/article/view/159},
        abstract = {comprehend written English were the focus of this investigation. This 
study was to identify the types of metacognitive strategies employed 
and to understand how these strategies support the university 
students' reading comprehension.  Three primary types of reading 
strategies-global, problem-solving, and support-were the subject 
of the study. In this study, a quantitative descriptive approach was 
used. Collecting data from the Survey of Reading Strategies (SORS) 
questionnaire, descriptive statistics were used to uncover reading 
strategy patterns among college students. The majority of university 
students use a mix of the three types of strategies when solving 
problems, according to the findings. The university students often 
relied on rereading, focusing, and translating as the ways of 
overcoming the reading difficulties. However, global reading 
strategies such as planning and previewing were less frequent. These 
results suggested that university students are more likely to use the 
immediate and practical strategies rather than reflective or planning
based strategies. The study highlighted the need for greater emphasis 
on balanced strategy training in EFL reading instruction.},
          author = {Heni Novita Sari, Heni Novita Sari}
}