| dc.description.abstract | Metacognitive awareness can be
categorized as one of the most influential
strategies in developing effective readers. It
becomes very useful for university
undergraduates as they are expected to involve
in extensive reading for their academic
activities. Further, this enhances the learner
autonomy and critical thinking skills. Hence, the
current study aimed to assess the awareness and
the use of metacognitive strategies among the
selected sample of ESL learners in Sri-Lankan
Universities. The online survey has been carried
out as a descriptive cross-sectional study. An
online questionnaire developed in English was
used to gather data. The questionnaire has been
shared on social media platforms for a period of
two weeks. The questionnaire comprised of two
sections, one focused on demographic
information, and a separate section was
allocated for the metacognitive Awareness of
Reading Strategies Inventory (MARSI).
Informed consent of the participants was
obtained before the data collection. The data
analysis was performed using SPSS 23.0,
including the descriptive statistics, independent
sample t-test and Turkey Post hoc test on oneway ANOVA. Majority of the participants were
female (62.9%; n=83) Law undergraduates.
With regard to the self-evaluation, majority of
the study participants (51.5%; n=68) were
identified as average readers. The study findings
have revealed that the mean values of the GRS,
PSS and SRS were at a level of medium. Hence, it
is recommended to make necessary
interventions to understand awareness of
metacognitive strategies of reading among the
university undergraduates. It will also be useful
in implementing new strategies in language
teaching, planning and helping the students to
improve their critical thinking skills and
mindfulness | en_US |
