METACOGNITIVE AWARENESS OF READING STRATEGIES AMONG ESP STUDENTS REGARDING THEIR PRIOR EDUCATION
Abstract
Reading literacy is extremely important in any education. Successful education greatly depends on the understanding of the written word. Reading is a cognitive process in which the interaction between reader and the information in the text takes place. One of the most important goals at the Faculty of Mechanical Engineering and Naval Architecture on the Department of Technical English is to enable students to use applicable reading strategies in order to find and understand relevant technical information with the special attention to the precision. Since the Faculty enrolls students of mixed abilities and mixed prior knowledge of foreign languages this study aims to investigate metacognitive awareness of students while reading. The study investigates types of strategies and frequencies of strategies which students use while reading academic technical texts. Strategies and their frequencies are compared with the prior students’ education and the results of ESP reading comprehension test taken at the end of the third semester at the Faculty and the duration of learning English. The research includes 90 students at the second year in the fourth semester. The goal of this research is to determine whether students at the Faculty differ in their habits of using reading strategies regarding their prior education and whether the choice of strategies and their frequencies are related to the results on the test in Technical English and the duration of learning English. The results of the research are presented in the paper.
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