الوعي ما وراء المعرفي باستراتيجيّات القراءة لدى متعلّمي اللغة العربيّة الناطقين بغيرها

Haneen  Jawarneh; Mohammad Fuad Al-Hawamdeh

doi:10.35516/edu.v49i2.1019

Authors

Haneen Jawarneh Department of Curriculum and Instruction-Faculty of Education -Yarmouk University, Jordan
Mohammad Fuad Al-Hawamdeh Department of Curriculum and Instruction-Faculty of Education -Yarmouk University, Jordan

DOI:

https://doi.org/10.35516/edu.v49i2.1019

Keywords:

reading skills, metacognitive awareness of reading strategies, non-Arabic speakers.

Abstract

Objectives: The present study aims to reveal the degree of metacognitive awareness of reading strategies by non-Arabic speaking learners. Data from a random sample of (81) non-Arabic speaking male and female learners majoring in Arabic Language and Literature at Yarmouk University was collected.

Methods: To achieve the objectives of the study, a descriptive analytical approach was applied. The scale of Awareness of Reading Strategies Inventory (MARSI) was used. The scale consisted of (15) items distributed to three areas: Global Reading Strategies (GRS), Problem Solving Strategies (PSS), and Supportive Reading Strategies (SRS).

Results: The outcomes of the study revealed that the degree of metacognitive awareness of reading strategies of non-Arabic speaking learners is moderate in all items on the scale.

Conclusions: The study recommends the importance for teachers of Arabic of non-native speakers to develop learners' awareness of the importance of these strategies and use them in language learning.

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