This research explores the correlation of first-year Indonesian university students’ metacognitive reading awareness and their reading comprehension in academic English texts. This study was conducted in a regional university in Yogyakarta Indonesia where students came from many parts of Indonesia and recognised English as an additional language. A mixed method explanatory design was used to answer the study’s research questions administered to 373 student-participants of five humanities departments. Academic English reading tests were conducted using paraphrasing recall protocol and a survey on the students’ metacognitive awareness was managed. The findings indicated that there is no significant correlation between the students’ metacognitive reading awareness and their academic English reading comprehension. The students were categorised in low-cohort of reading proficiency although their metacognitive reading awareness scores were high. The students mainly used metacognitive reading awareness related to finding out the meaning of words which was confirmed in the focus group interviews with the students. This research is part of a PhD research at Charles Darwin University.

中文翻译：

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EFL语境下学生元认知阅读意识与学术英语阅读理解

本研究探讨了印尼大学一年级学生元认知阅读意识与学术英语文本阅读理解的相关性。这项研究是在印度尼西亚日惹的一所地区大学进行的，那里的学生来自印度尼西亚的许多地方，并承认英语是一种额外的语言。使用混合方法解释设计来回答该研究的研究问题，该研究对五个人文学科部门的 373 名学生参与者进行了管理。学术英语阅读测试使用释义回忆协议进行，并对学生的元认知意识进行了调查。研究结果表明，学生元认知阅读意识与其学术英语阅读理解之间没有显着相关性。尽管学生的元认知阅读意识得分很高，但他们仍被归类为阅读能力较低的群体。学生主要使用元认知阅读意识，与学生的焦点小组访谈中确认的单词含义相关。这项研究是查尔斯达尔文大学博士研究的一部分。