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ERIC Number: EJ1174920
Record Type: Journal
Publication Date: 2018-Apr
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1694-609X
EFL Learners' Metacognitive Awareness of Reading Strategies
Al-Mekhlafi, Abdo Mohammed
International Journal of Instruction, v11 n2 p297-308 Apr 2018
Reading, a literacy skill, is of great importance to all educational systems. Even in tertiary education, many EFL learners have trouble in reading academic texts in English, as they are often found to be using ineffective reading strategies. A review of relevant literature provides insights into a range of issues relating to the teaching of reading and the development of effective EFL reading strategies including metacognitive awareness of reading strategies. The present study investigated how frequently EFL learners studying in higher education institutions think they use selected EFL reading strategies. The study used MARSI, the Metacognitive Awareness of Reading Strategies Inventory, a think-aloud instrument, on a sample of 74 tertiary level EFL learners for eliciting the subjects' self-reports on their use of selected reading strategies on a Likert scale of 1 (low) to 5 (high). The findings reported that there is a high use of all the three types of reading strategies by Elementary, Intermediate and Advanced Level EFL students in Oman. This study shows that there are no significant differences in the use of different types of reading strategies among learners of various levels.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Grant or Contract Numbers: N/A