EFL STUDENTS’ METACOGNITIVE STRATEGIES IN READING ONLINE ACADEMIC TEXT

Abstract

Abstract : This research conducted to describe metacognitive strategies in reading online academic text for EFL students. This mixed methods study involved seventy-seven in seventh-semester students majoring in English Education Department of a private university in Malang. These students were selected because they are EFL learners who read online academic text frequently, since they were completing their thesis. The data were gathered through Online Survey of Reading Strategies (OSORS) and interview as the instruments of the research. The data of questionnaire was analyzed using Microsoft Excel, while the interview data were analyzed using content analysis. The results showed that problem-solving strategies are the most employed strategies for EFL students during reading academic text online. Moreover, based on the interviews of the three students, every students employs metacognitive strategies in a distinct way. These strategies are more beneficial for EFL students’ online academic text reading comprehension and appropriate strategy for online learning systems. The findings provide evidence that strategies for reading academic text online are important. An investigation on this issue involving a wider range of participants and across proficiency levels is expected for future research.

Keywords : EFL Students, metacognitive strategies, academic text online, online reading