Examining the Role of Metacognitive Strategies in Academic Reading: A Study of Pakistani ESL Undergraduates

Authors

  • Syeda Zain Zahra MPhil Scholar, Department of English, Quaid-i-Azam University Islamabad
  • Syeda Nayyab Zahra MS Scholar, Department of English, COMSATS University, Islamabad
  • Zumer Rubab Lecturer, Department of English, Federal Urdu University, Islamabad

Abstract

Metacognitive strategies can play a vital role in enhancing the academic reading practices of undergraduate ESL students enrolled in BS English programs at public-sector universities in Karachi. This small-scale qualitative study aimed to explore how BS English students perceive the use of metacognitive strategies in academic reading. To fulfil this objective, the study employed qualitative content analysis for a more detailed understanding of the collected data. A set of 10 online Likert-scale questionnaire items was administered to 18 undergraduate students. In addition, five open-ended narrative inquiry questions were posed to three randomly selected participants from the same group to capture deeper insights. The analysis revealed two main themes: (1) Metacognitive strategies contributed to the development of more effective academic reading behaviors, and (2) These strategies supported students in achieving improved academic reading outcomes. The findings highlight that incorporating metacognitive strategies early in the academic reading process is essential for ESL learners, as it helps them evolve into more independent, reflective, and proficient readers of English academic texts.

Keywords: Metacognitive strategy, academic reading, students’ perceptions

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Published

2025-08-03

Issue

Vol. 3 No. 3 (2025): Liberal Journal of Language & Literature Review

Section

Articles