Metacognitive Awareness and Utilization of Reading Strategies among Tertiary Level Students at Private Sector University in Karachi, Pakistan

Abstract

In the 21st century, awareness regarding the usage of metacognitive reading strategies is of paramount importance, at tertiary level. Comprehension of difficult texts requires learners to possess cognizance and usage of certain strategies to counterpoise the shortcomings of not understanding the text, specifically in first time read. This research, thus, investigated the metacognitive awareness of reading strategies (MARS). A sample of 300 students was taken using purposive sampling. MARS has three basic categories: Problem-Solving, Support and Global Reading Strategies. A quantitative study was conducted on undergraduate students at private university, in Karachi, Pakistan. Survey of Reading Strategies (SORS) was used as an instrument, adapted from Mokhtari and Shoerey (2002). The results were obtained through quantitative analysis using SPSS (Statistical Package for the Social Sciences) version 22; in particular, Descriptive analysis was used to investigate the perception of MARS. Findings revealed that the high level of awareness of Problem-Solving Reading Strategies (PSRS), medium level of awareness was of Global Reading Strategies (GRS) and the least awareness was of Support Reading Strategies (SRS). However, this study was limited to Private Sector University which prevents its result to be generalized. The novelty provided by the present research is relevant data in spreading awareness regarding the reading skills and strategies that are crucial in comprehension of texts. As a result, so students, themselves should continue to strive, while teachers or instructors or trainers should assist the students, in order to refine their metacognitive reading strategies (MARS) to next level and intensify their understanding and enabling them to become even confident and effective readers.