Arab World English Journal (AWEJ) Special Issue on CALL Number 8. July 2022                       Pp. 246-261

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 The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading

Parastoo Babashamasi
Department of Language Education & Humanities; Faculty of Educational Studies, Universiti Putra
Malaysia, 43400 Serdang Selangor, Malaysia

Sedigheh Shakib Kotamjani
Department of language education, Faculty of Educational Studies, Akfa University
Tashkent, Uzbekistan
Corresponding Author:

 Nooreen Binti Noordin
Department of Language Education & Humanities; Faculty of Educational Studies, Universiti Putra
Malaysia, 43400 Serdang Selangor, Malaysia


Received: 04/24/2022                Accepted: 07/05/2022               Published: 07/25/2022


Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training in metacognitive strategies could improve undergraduates’ online reading comprehension over the pandemic. The results of this study contribute to teacher education programs to teach and apply regularly metacognitive reading strategies. In a quasi-experimental design, the experimental group and control group underwent 14 sessions of training. Semi-structured interviews and a Metacognitive Reading Awareness Strategy Assessment were conducted among experimental students. The data were collected using the reading test, Metacognitive Reading Awareness Strategy inventory, and semi-structured interviews in Malaysia. The results of Repeated Measure ANOVA showed the mean scores of students in the metacognitive group were significantly higher than the mean score of the students in the conventional reading group (F= 1.3,82.3) = 215.973. p <0.001). The results of the Metacognitive Reading Awareness Strategy Assessment showed that students had more awareness of global reading strategies (M= 3.511), followed by supporting reading strategies (M=3.468) and problem-solving strategies (M= 3.427). The thematic analysis result supported that students were moderate users of planning and monitoring strategies while evaluative ones were less frequent. The results also revealed that students perceived that lack of vocabulary knowledge, heavy dependence on their teachers, and lack of strategy training were the main causes of their reading difficulties. The findings implied that EFL teachers should introduce metacognitive reading strategies through appropriate and systematic instructions to enable the students to implement them in their academic reading.
Keywords: metacognitive reading strategies, online teaching, reading comprehension

Cite as:  Babashamasi, P., Kotamjani, S. S. , &  Noordin, N. (2022).  The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading Comprehension.  Arab World English Journal (AWEJ) Special Issue on CALL (8). 246-261.


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Received: 04/24/2022
Accepted: 07/05/2022  
Published: 07/25/2022 

Parastoo Babashamsi is a Ph.D. student in TEFL (Teaching English as a Second Language) at University Putra Malaysia. Her research interests are reading, metacognitive strategies, and critical thinking.

Sedigheh Shakib holds a doctoral degree from Universiti Putra Malaysia in Teaching English as a Second Language. She is a faculty member in the language education department at AKFA university. Her research interests are academic writing, corpus linguistics, critical thinking, teacher education, and multidisciplinary research.

Nooreen Binti Noordin holds a doctoral degree from Universiti Putra Malaysia in Teaching English as a Second Language. She is a senior lecturer at Universiti Putra Malaysia. Her research interests include language learning technology, content-based instruction, and learning styles.