Metacognitive strategies for improving English reading comprehension among students at the Centre for Psychopedagogy and Research in Higher Education (CEPIES-UMSA), 2023

Abstract

Introduction: Within the learning of the English language, four linguistic skills are understood: listening, reading, speaking, and writing. Skills that every student comprehensively recognizes from the beginning of their language training. However, there are situations in which students of the English language, during their training, cannot produce the language either orally or in writing. Generally, this phenomenon occurs when the reader of this L2 is forced to pass from the initial phase of "learning to read a foreign language" to the phase of "reading to learn" in a precipitous manner. Objective: In order to improve these shortcomings, this research paper proposes the implementation of the MARSI Metacognitive Strategies inventory developed by Mokhtari and Reichard. To improve the level of reading comprehension through global reading strategies, problem-solving strategies, and reading support strategies. This entire process will demonstrate the importance of reading comprehension in English since it resides in the fact that students can understand what they read, know what is asked of them, and thus act accordingly. Method: For all of the above, this article is supported by a methodology with an experimental and quantitative design of an explanatory-correlational nature, and in turn, developed through the hypothetical deductive method and analysis-synthesis with a non-probabilistic sample of 76 participants of the CEPIES English course for researchers divided into two groups (experimental and control). Conclusion: In this way, the aim is to show that the implementation of these strategies positively influences reading skills (comprensión lectora) and thus expands the production of this foreign language.