METACOGNITIVE STRATEGIES TO IMPROVE READING COMPREHENSION OF THE ENGLISH LANGUAGE IN STUDENTS AT THE PSYCHOPEDAGOGICAL AND RESEARCH CENTER 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 and 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 influence reading skills (Comprensión lectora) and thus expand the production of this foreign language.