Investigating Metacognitive Awareness in L2 Reading Among Japanese Female University Students

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  • 日本の女子大学生におけるリーディングのメタ認知意識調査

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AA11551704-20210331-23

This study focuses on the relationship between metacognitive awareness of reading strategies and English reading ability. The participants were 68 Japanese EFL university students who enrolled in an English intensive program before study abroad. Reading strategies that emphasized the importance of top-down processing were taught in the class through two semesters. First, the Metacognitive Awareness of Reading Strategies Inventory (MARSI) created by (Mokhtari and Reichard, 2002) was carried out to see how university students monitor their reading process while reading academic texts at the final class. After collecting the data, a factor analysis was performed with varimax rotation. As a result, it produced five factors: Top-Down Processing by Inference, Advanced Sentence Level Processing, Interactive Processing, Deep Comprehension Processing, and Basic Sentence Level Processing. The study showed that top-down processing by making inferences was the highest. Second, an independent samples t-test was performed to investigate the differences between factors of the MARSI and two groups divided by the TOEFL iBT Reading Score. The result clarified that there was a significant difference in Factor 1, Top-Down Processing by Inference. It indicates that higher-score readers tend to use inference strategies.

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