Exploring Metacognitive Reading Strategies for Comprehending English Scientific Texts: A Study of Libyan Medical Students
DOI:
https://doi.org/10.65417/ljere.v2i1.81Keywords:
metacognitive strategies, reading, comprehension, medical studentsAbstract
The current study investigates the use of metacognitive reading strategies in understanding scientific publications in English among Libyan medical students at medicine faculty in Misurata city. It aims to examine what strategies are used among Libyan medical students, as well as the impact of these strategies on their comprehension abilities. An additional objective is to assess how aware Libyan students are of metacognitive reading strategies. A mixed method approach is designed through a questionnaire. The questionnaire includes both closed-ended items for statistical analysis and open-ended questions to elicit more detailed insights on students’ awareness of using metacognitive strategies. The participants were 92 students enrolled at the faculty of medicine. The questionnaire is designed in two versions, English and Arabic, to avoid any difficulties in interpreting the items. The results reveal that medical students tend to prefer certain strategies over others to understand scientific texts, and these preferences vary among students. The results highlight important implications for EFL teachers and pedagogical education; teachers could train students to use a variety of reading strategies that foster deeply deeper engagement in reading.
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