Metacognitive Reading Strategies Used among Al-Hussein Bin Talal University Students in Jordan

Abstract

The study aimed to explore the metacognitive reading strategies used among Al-Hussein Bin Talal university students. For the collection of data, 42 Jordanian university students completed the reading journal. The data collected were statistically processed by using frequencies, ranks, and percentages. The results obtained showed that: (a) the top five strategies that students used most while reading in English are: using dictionary when unknown words could not be guessed from the context, underlining important and difficult parts of the text, guessing the meaning of unknown words from the context, reading over the text again if there is contradictory information, and skipping unknown words which do not contribute to understanding and (b) the during-reading strategies got the top rank, then the pre-reading strategies. Finally, the last ranked strategies were the post-reading strategies.