Investigating the Role of Metacognitive Strategies in Enhancing the Reading Skills among University Students: The Case of Second Year EFL Students at Tlemcen University

Abstract

Reading comprehension is a critical skill for EFL learners, yet many university students struggle with complex texts due to insufficient metacognitive strategies. The purpose of this research was to investigate how metacognitive strategies enhance reading skill among EFL university students. To reach this end, case study research was conducted with Second year License students in the Department of English, University of Tlemcen. Various research instruments were used to collect data an online questionnaire for students and an interview for RC teachers. Qualitative and quantitative analyses of data confirmed the significant role of metacognitive strategies in enhancing reading comprehension among EFL university students. The data revealed that students using metacognitive strategies demonstrated improved reading comprehension compared to passive readers. The results indicated that metacognitive strategies significantly enhance students’ ability to comprehend and analyze written material. This research emphasized the importance of integrating the teaching of metacognitive strategies in EFL curricula to promote efficient and autonomous readers. Ultimately, the study highlighted the transformative potential of metacognitive awareness on cultivating proficient and reflective readers