Determining the Influence of Metacognitive Strategies on ESL Learners’ Use of Comprehending Strategies: A Study in A Malaysian Public University

Abstract

Reading comprehension involves more than understanding words—it requires readers to actively monitor and regulate their thinking while constructing meaning from text. This study explores how metacognitive strategies influence ESL learners’ use of comprehending strategies at a Malaysian public university. Drawing on the idea that effective readers plan, monitor, and evaluate their reading, the study focuses on the extent to which these metacognitive processes support the use of cognitive strategies during comprehension. The findings reveal that learners who are more aware of their reading processes tend to apply a broader range of strategies to make sense of texts. Among the various metacognitive behaviours, planning and monitoring appear to play the most critical role in regulating comprehending strategy. These insights highlight the importance of nurturing learners’ metacognitive awareness to develop more independent, self-regulated readers. The study ultimately emphasizes that teaching students how to think about their own reading is just as vital as teaching them how to read.