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METACOGNITIVE STRATEGIES IN ENGLISH READING COMPREHENSION AMONG EFL UNIVERSITY STUDENTS
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.
GLOBAL: Education Language and Humanity Journal
METACOGNITIVE STRATEGIES IN ENGLISH READING COMPREHENSION AMONG EFL UNIVERSITY STUDENTS (Text)
LoA_Artikel Global terbit Heni+Rezzie_Surat tugas penulis artikel 2026.pdf
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