Metacognitive Strategies to Improve Reading Comprehension

Abstract

This qualitative research aims to describe the metacognitive reading strategies used by students of ninth grade level, and how the implementation of these and other strategies are associated to their reading comprehension level, and English learning as a foreign language likewise. The participants with age between 14 and 18 years old, and from LMS (Liceo Moderno del Sur), a public school in Ciénaga, Magdalena. This research study was conducted as a qualitative research through a case study design. The data were obtained from the participant observation, questionnaire, tests and interviews applied. The research findings indicate that the metacognitive strategies are important elements in reading comprehension process. Furthermore, participants know and apply some skills and metacognitive strategies to understand reading tests, but this process results hard and difficult for them because of their low English level. As result, the application of metacognitive reading strategies improves students reading comprehension level in English as a foreign language.