Exploring the Effectiveness of Metacognitive Strategies for Improving the Reading Comprehension Skills of Undergraduates in Pakistan

Abstract

This study investigates the effectiveness of metacognitive strategies in enhancing the reading comprehension skills of undergraduate students in Pakistan. Reading comprehension is a critical component of academic success, yet many undergraduates struggle to process and retain information effectively due to limited awareness of self-regulated learning approaches. Metacognitive strategies—such as planning, monitoring, and evaluating one’s reading process- enable learners to take active control of their comprehension, thereby fostering deeper engagement with texts. A quasi-experimental design was employed, involving two groups: an experimental group receiving explicit training in metacognitive strategies and a control group receiving traditional reading instruction. Participants were selected from undergraduate English language learners at a public-sector university in Sindh, Pakistan. Data were collected using pre- and post-intervention reading comprehension tests, supplemented by self-reported questionnaires on strategy use. Statistical analysis was conducted to measure the mean differences and significance levels between groups. The results indicated a significant improvement in the reading comprehension scores of the experimental group compared to the control group, demonstrating the positive impact of metacognitive strategy training. Furthermore, qualitative feedback revealed that students developed greater confidence and autonomy in approaching complex texts. The study concludes that integrating metacognitive strategy instruction into undergraduate curricula can substantially enhance reading comprehension skills, promote independent learning, and address persistent academic challenges. These findings have important pedagogical implications for English language teaching in Pakistan, suggesting the need for teacher training and curriculum reforms to incorporate metacognitive approaches in reading instruction.