On the Relationship between Metacognitive Reading Strategies, Reading Self-Efficacy, and Reading Comprehension in an Iranian EFL Setting

The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A. and M.A. students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan test was given to the participants to determine their language proficiency and reading comprehension. Then, they were asked to respond to the two questionnaires of MARSI (Metacognitive Awareness of Reading Strategies Inventory), and RSEQ (Reading Self-Efficacy Questionnaire). To analyze the data, multiple regression analyses and correlation procedures were used. The results revealed a significant relationship between the use of reading strategies and reading comprehension. Also, a significant relationship was found between the use of reading strategies and reading self-efficacy. Moreover, findings showed a positive relationship between reading self-efficacy and reading comprehension of Iranian EFL learners. The results of the present study may be helpful for teachers, learners, and materials developers.

کلیدواژه ها:

metacognitive reading strategies ، reading self-efficacy ، reading comprehension