Online metacognitive reading strategies: an exploratory study / Nursyazwani Mohd Kamal

This study investigated the metacognitive awareness and online reading strategies employed by Form Four of a secondary school in relation to language proficiency. Specifically, it examined the types and frequency of reading strategies used by the high and low language proficiency students and the differences between them. Additionally, the study attempted to find out the relationship betweeen the ESL learners' overall language proficiency performance and their frequency of use of the overall and
three sub-categories of reading strategies, namely global, problem-solving and support
strategies. The research design was a cross-sectional survey research which used the
Anderson (2003) Online Survey of Reading Strategies (OSORS). The independent
variable was the language proficiency of the ESL learners and the dependent variable was
the metacognitive awareness of the ESL learners measured in terms of their ratings of the
three sub-categories of reading strategies. Data obtained from the questionnaire were
analyzed using One-way ANOVA, independent sample t-test and Pearson Product Moment Correlation Coefficient. The findings of the study revealed that the high
language proficiency students were moderate reading strategy users. High language
proficiency students used the global, problem-solving, and support strategies with
somewhat similar moderate frequency. However, the low proficiency students used the
problem-solving and support strategies with higher frequency than the global strategies.
High proficiency students used overall, global and problem-solving strategies more
frequently than the low proficiency students. However, support strategies were used with
somewhat similar frequency by both high proficiency and low proficiency students.