Relation Between Reading Performance and Metacognitive Awareness and Strategy Use of University Level ESL Students of Pakistan

Abstract

This paper reports on an investigation into the relationship between the reading performance and metacognitive awareness and strategy use of university level ESL students. The participants comprised of 32 students studying a Compulsory English Course at a public sector university of Pakistan.  A self-report measure was administered to assess students’ metacognitive awareness and strategy use, and performance data was obtained from an academic reading test. The study employed correlation design. The results were obtained by employing Pearson product-moment correlation coefficient on the data. Results of the study revealed that there is no positive correlation between university level ESL Pakistani students' English reading performance and their metacognitive reading awareness and strategy use. The implications of the study for teaching and researching are discussed.