The Significance of Metacognitive Reading Strategies for Esp Learners When Reading Authentic Articles
Keywords:
Metacognition, metacognitive reading strategies, English for Specific Purposes (ESP) authentic articles, reading comprehension, academic reading, cognitive and affective strategies, monitoring comprehension, evaluating reading performanceAbstract
The ability to read and comprehend authentic articles is a crucial skill for English for Specific Purposes (ESP) learners, particularly for those who need to engage with research articles in their field. However, many ESP learners struggle with understanding complex and discipline-specific texts. This article argues that teaching and practicing metacognitive reading strategies can greatly improve the reading comprehension of ESP learners when reading authentic articles. By explicitly teaching students how to set goals, monitor comprehension, and evaluate their reading performance, educators can support learners in developing their metacognitive awareness and ultimately enhance their ability to read and understand academic texts. This article reviews the literature on the importance of metacognitive reading strategies for ESP learners and provides practical suggestions for teachers to incorporate these strategies into their instruction.
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References
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning.
Dhieb-Henia, N. (2003). Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESP context. English for Specific Purposes, 22(4), 387-417.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Van Doorn, J., & Schouten-van Parreren, C. (2016). Developing business students' metacognitive reading skills in English. Journal of English for Academic Purposes, 22, 18-32.
Williams, M., and R. L. Burden. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
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