Abstract

This study assessed the metacognitive awareness of reading strategies of undergraduate university students in US and Qatar in reading academic materials. To achieve this, the participants were administered the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The inventory consists of three groups of reading strategies, namely global reading strategies, problem-solving strategies, and support reading strategies. It was given to 127 students (mean age = 21.03 years) in US and 134 students (mean age = 19.78 years) in Qatar enrolled in university general education courses. Descriptive statistics was applied in the data analysis. US and Qatar students were overall highly aware of metacognitive reading strategies, and the groups of strategies that were most used were problem-solving strategies, followed by global reading strategies, and then support reading strategies. The five strategies with the highest use were problem-solving strategies.

摘要

本研究评估了美国和卡塔尔本科生阅读学术材料的阅读策略的元认知意识。为了实现这一目标，参与者接受了阅读策略量表（MARSI）的元认知意识。该清单包括三组阅读策略，即全局阅读策略、问题解决策略和支持阅读策略。它提供给美国 127 名学生（平均年龄 = 21.03 岁）和卡塔尔大学普通教育课程的 134 名学生（平均年龄 = 19.78 岁）。描述性统计应用于数据分析。美国和卡塔尔学生对元认知阅读策略的认知度总体较高，使用最多的策略组是问题解决策略，其次是全球阅读策略，然后支持阅读策略。使用率最高的五种策略是解决问题的策略。