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首页> 外文会议>Conference on Applied Linguistics >The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java
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The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java

机译：西爪哇省公立大学第一年efl学生元认知阅读策略与阅读理解的相关性

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摘要

Metacognitive reading strategies are essential strategies needed by readers in comprehending texts. This study aimed at investigating the correlation between metacognitive reading strategies and reading comprehension among the first year EFL students at a public university in West Java. Data were collected from 30 first year EFL students of English Education Department through questionnaire and test. The results of Pearson Correlation analysis showed a significant moderate correlation between metacognitive reading strategy awareness and reading comprehension (r=0.500, p<0.01). Learners who had high awareness of metacognitive reading strategies were proven to have higher reading comprehension achievement. This result revealed that metacognitive reading strategies had significant contribution to reading comprehension in which learners who made common use of metacognitive reading strategies were able to comprehend the text better.
机译：元认知阅读策略是读者理解文本所需的基本策略。本研究旨在调查西爪哇省一大大学第一年EFL学生的元认知阅读策略与阅读理解的相关性。通过调查问卷和测试，从30岁的英语教育部EFL学生收集数据。 Pearson相关分析结果表明，元认知阅读策略意识和阅读理解（r = 0.500，p <0.01）之间的显着中等相关性。经过证明具有高知识阅读策略意识的学习者被证明具有更高的阅读理解成就。这一结果表明，元认知阅读策略对阅读理解有重大贡献，其中常见地使用元认知阅读策略的学习者能够更好地理解文本。

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