Exploring the ESL Students’ Metacognitive Awareness about Reading Strategies Inventory in Pakistani Context

Abstract

The main aim of this study is to find out the methods through which learners learn and further to find out the phenomenon that how learning and cognition work to increase better learning skills. Research shows that Meta Cognition (MC) is an influential soothsayer of acquisition. In this study, the researchers examined the effects of thinking techniques on students' learning performance and for this purpose Metacognitive focus of analyzing techniques inventory (MARSI) along with a reading comprehension test is carried out. A sample comprising of the students at schools (N = 291) was randomly selected from a cluster of the Pakistani population. The researchers selected the students of Elementary level from different schools of Pakistan including English medium and Urdu medium as a target population and divided the population into different clusters on the basis of provincial, district, and tehsil level. The study provided the basis for the validity of MARSI in the Pakistani context and at the first step, the researchers implemented the MARSI test, and at the second stage, the Reading Comprehension test was conducted. The analyses show a strong positive correlation between Reading strategies and Metacognitive techniques awareness among the students. The study further helps and guides the researchers to implement additional studies to get benefits from these strategies in the classroom setting, learning, and training of the students. Awareness about consciousness and its implications in the classroom will be a nourishing régime for the brains of the learners. Not only do the learners get benefits from it, but it also helps for the development of curriculum at all levels of school students.