Browsing by Author "Requelme Díaz, Nilma Anahí"

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    “The Use of Metacognitive Strategies in Reading Comprehension in EFL”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Guanoquiza Jacho, Jennifer Milena; Requelme Díaz, Nilma Anahí; Mena Vargas, Nelly Patricia
    The use of metacognitive strategies in EFL education significantly enhances students' reading comprehension and language proficiency. These strategies enable students to become aware of and regulate their learning processes, making easier for them to plan, monitor, and evaluate their reading activities effectively. By setting reading goals, self-questioning, summarizing, and using contextual clues, EFL students can better understand and retain new language material. This study aims to identify the most frequently used metacognitive strategies by students in reading comprehension. A quantitative descriptive method was employed, involving 31 fourth-semester Pedagogy of the Nacional and Foreign Language English (PINE) students at the Technical University of Cotopaxi. Data were collected using the Metacognitive Awareness of Reading Strategies Inventory questionnaire. In this way, this questionnaire evaluates students' awareness and understanding of their reading strategies, dividing them into global, problem-solving, and support reading strategies. The data obtained were analyzed quantitatively using descriptive statistical analysis, focusing on measures of central tendency, particularly the mean. The data collected demonstrated that problem-solving strategies are the most frequently employed by PINE students. It's likely that problem-solving strategies, which include techniques like read slowly to ensure understanding and try to get back when students lose concentration, will emerge as the most commonly used strategies, consistent with previous research findings by Annury, et. al (2019); Daguay-James & Bulusan (2020) and Wallace, et. al (2021). This study has an educational impact. The findings reveal relevant knowledge about the use of metacognitive strategies among students. The use of these types of strategies can help students to improve their reading skills and reading comprehension. In addition, these enhance students’ knowledge about the application of these strategies permitting them to monitor and control their learning process. In turn, these allow them to get more vocabulary and grammar knowledge to develop proficiency in productive language skills.