Metacognition is a strategy that is used to achieve pragmatic results in academia. Simply defined, metacognition can be known as being aware of one’s own learning process. Metacognition in academia is followed by metacognitive strategies such as the planning strategy, monitoring strategy and evaluation strategy. In addition, metacognition in reading comprehension has a similar approach where the learner reflects on their present knowledge on the text that they are reading. By doing so, they can utilize the above metacognitive strategies to accelerate the learning process. In terms of developing, one’s second language reading skills, metacognition shows the potential to achieve pragmatic results. This study focuses on the usage of metacognition to improve reading comprehension. It will examine the usage of above-mentioned three metacognitive strategies within the reading comprehension context. Overall, this study underscores the importance of metacognition in foreign language learning and suggests practical strategies for educators seeking to enhance reading comprehension in the classroom.

Keywords: Metacognition, Metacognition in Reading Comprehension, Second Language Acquisition, Metacognitive Strategies.

Views (48)