This paper reports findings from a study that assessed Thai adult EFL learners’ metacognitive awareness of reading strategies while reading academic texts, with respect to their English proficiency levels: low, intermediate, and high. A total of 93 postgraduate EFL learners responded to the Mokhtari and Sheorey’s 30-item survey of reading strategies (SORS) classified into 3 categories: global, problem-solving, and support. The results indicated that Thai adult EFL learners reported a high use of the overall reading strategies. Although there was no significant difference among the three groups in their overall mean scores of the three categories and in their mean scores of support strategy category, the high-proficiency group outperformed the low-proficiency group in the categories of global and problem-solving strategies. Moreover, the intermediate-proficiency group outperformed the low-proficiency group in the category of problem-solving strategies. Pedagogical implications were made for EFL teachers teaching a reading strategy instruction course to find out their learners’ metacognitive awareness of reading strategies, and to use the information obtained from the SORS to train the learners to develop the strategies they lack and become more strategic readers.
|Keywords:||Reading Strategy Awareness, Metacognitive Awareness, Reading Strategies, Reading Strategy Use, Thai Adult EFL Learners|
Assistant Professor, Language Institute, Thammasat University, Bangkok, Thailand
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