Document Type : Research Paper
Authors
1 Arba Minch University
2 Foreign Language and Literature, Humanity Language Studies, Addis Ababa University, Addis Ababa, Ethiopia
Abstract
This study aimed at investigating how the reading abilities of ninth-grade Ethiopian students were related to their use of metacognitive reading strategies. A mixed-methods design was employed, incorporating data-gathering instruments such as the TOEFL Reading Comprehension Test, the Metacognitive Reading Strategies Inventory (MARSI), and semi-structured interviews. 150 students (68 men and 82 women) took part in the reading test and filled out the questionnaire. Among them, six were interviewed. The findings indicated a significant relationship between the utilization of metacognitive reading strategies by ninth-grade Ethiopian students and their reading proficiency, displaying a moderate level of correlation. The utilization of global and problem-solving reading strategies by students showed a significant correlation with their reading performance, whereas no correlation was detected between students' use of support reading strategies and their reading performance. Regarding strategy preferences, the research revealed that high and medium achievers predominantly employed problem-solving strategies, followed by global and support strategies. On the other hand, low-achieving students used global reading strategies relatively more frequently, followed by support and problem-solving strategies. The qualitative data also corroborated the quantitative data, revealing that high achievers demonstrated a more advanced understanding of metacognitive reading strategies, particularly problem-solving and global strategies, than did middle- and low-achievers. Similarly, mid-achievers showed a better understanding of these strategies than low-achievers.
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