A Correlational Study between Metacognitive Reading Strategies and Reading Motivation Toward Reading Comprehension in ESP Students

Abstract

The comprehension of reading become daunting for ESP students.  The purpose of this research is to establish whether there is a significant relationship between student use of metacognitive reading strategies and reading comprehension; motivation for reading English text and reading comprehension; metacognitive reading strategies and motivation for reading toward reading comprehension of ESP Students at the second semester of Economics and Business department. The findings of this study showed a strong association between student use of metacognitive reading strategies and reading comprehension. Accordingly, there is also a strong relationship between reading motivation and reading comprehension. Nevertheless, there is a significant correlation between metacognitive reading strategies and reading motivation for reading comprehension.