The Significance of Metacognitive Reading Strategies for Esp Learners When Reading Authentic Articles
DOI:
https://doi.org/10.47494/mesb.v39i.1869Keywords:
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.
Downloads
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.
Published
How to Cite
Issue
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
The work simultaneously licensed under a Creative Commons Attribution 4.0 International License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
