Metacognition in Reading Comprehension

Abstract

Metacognition is defined basically as thinking about thinking. It is a significant factor that affects many activities related to language use. Reading comprehension, which is an indispensable part of daily life and language classrooms, is affected by metacognition, too. Hence, this paper aims to present an overview of the recent theoretical and empirical studies about metacognition and reading comprehension. Firstly, it provides the definitions and the importance of metacognition. Secondly, the dimensions of metacognition, namely metacognitive knowledge and metacognitive regulation are explained. Finally, the study focuses on metacognition in reading comprehension. The previous research shows that the instruction of metacognitive reading strategies significantly improves reading comprehension. Accordingly, this study suggests that second language learners should receive metacognitive reading strategy training. Language teachers should benefit from metacognitive strategies and integrate them into their reading courses. They should raise their students’ awareness of what metacognitive strategies are and how they can employ these strategies during reading activities. Thus, students can have control over the reading processes, can monitor their understanding, and can detect the problems they experience while reading. After reading, they can question themselves whether or not they have achieved their reading goals, whether or not their strategies have worked, and how things should be done differently next time.  

Keywords

• Metacognition, metacognitive knowledge, metacognitive regulation, metacognitive strategies, reading comprehension

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