الوعي ما وراء المعرفي باستراتيجيات القراءة لأغراض أكاديمية لدى طلبة جامعة الملك فيصل

Abstract EN

The aim of the study was to investigate the degree of King Faisal University students’ metacognitive awareness of reading strategies while reading academic texts, and whether the level of awareness varies according to student's gender, type of college, academic year, or GPA.

The sample of the study consisted of (576) male and female students of bachelor's degree in the university.

To achieve the aims of the study, the researcher adopted the Metacognitive Awareness of Reading Strategies Inventory (MARSI) for Mokhtari and Reichard (2002).

The results of the study revealed that the students' metacognitive awareness of reading strategies was at moderate degree, where awareness of problem solving strategies came first with a high degree, followed by global reading strategies with a moderate degree, and lastly support reading strategies with a moderate degree too.

The results also showed that there were statistically significant differences in Metacognitive Awareness due to students’ academic level and GPA for in the favor of students in third and fourth year and the students with high GPA.

In the other hand, the study did not find statistically significant differences due to students’ gender or type of college.