The Impact of Metacognitive Reading Strategies on Master Students’ EFL Reading Proficiency and Academic Achievement

• Published in: Acta paedagogica Vilnensia Vol. 48; no. 48; pp. 26 - 46
• Main Authors: Levchyk, Iryna, Chaikovska, Hanna, Mazur, Oksana, Adamska, Zoriana, Zakordonets, Nataliia
• Format: Journal Article
• Language: English
• Published: Vilniaus Universiteto Leidykla 07.11.2022; Vilnius University Press; Vilniaus universiteto leidykla / Vilnius University Press
• Subjects: academic achievement; Educational Psychology; Foreign languages learning; Higher Education; metacognitive reading strategies; reading comprehension; Sociology of Education; academic achievement; reading comprehension; metacognitive reading strategies; metakognityvinės skaitymo strategijos; teksto supratimas; akademiniai pasiekimai
• ISSN: 1392-5016; 1648-665X
• DOI: 10.15388/ActPaed.2022.48.2

The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading activities.