Abstract: This paper aims to explicate the metacognitive reading strategies employed by Libyan EFL learners. Data were gathered from forty female first year university learners, studying at Al-Asmariya Islamic University, Zliten, Libya using Metacognitive Awareness Reading Strategy Inventory (MARSI). The questionnaire was analyzed quantitatively using descriptive statistics which showed the level of metacognitive awareness on the three sub-scales: global reading strategies, problem-solving reading strategies and support reading strategies. Findings showed that there is a high level of metacognitive awareness for the problem solving strategy (M=3.50, SD=1.36) but only at medium level for both support strategy (M=3.25, SD=1.36) and global strategy (M=3.08, SD=1.26). The finding asserts the need of metacognitive reading strategy instruction in order to improve their metacognitive awareness, and these strategies will eventually help them to become skilled readers and to enhance their reading comprehension performance.
Keywords: metacognitive reading strategies; problem solving strategy; global strategy; support strategy; EFL learners; metacognitive reading strategy instruction.
Title: Metacognitive Reading Strategies of EFL Libyan University Learners
Author: Mufida Ghwela, Rosniah Mustaffa, Noorizah Mohd Noor
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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