Investigating EFL teachers’ and learners’ attitudes towards the implementation of meta-cognitive reading strategies: Case study of third year students of English at Mohamed Al Bachir Al Ibrahimi University

Abstract

The present research was conducted to investigate the attitudes of EFL teachers and learners at Mohamed El Bachir El Ibrahimi University of Bordj Bou Arreridj in Algeria towards the implementation of metacognitive reading strategies in class. The purpose of this research was to determine whether EFL teachers include metacognitive reading strategies in their classrooms as well as whether EFL students implement these strategies in their reading. Moreover, it sought to determine whether EFL teachers and learners are aware of the important use of metacognitive reading strategies. This study was based on a quantitative research design. The data were collected through questionnaires and it was distributed to 27 third-year EFL students and 11 teachers who were randomly chosen. The findings demonstrated that EFL third-year students at Mohamed El Bachir El Ibrahimi University of Bordj Bou Arreridj sometimes implement metacognitive reading strategies in their reading. However, students are not aware of the importance of implementing metacognitive reading strategies and how it affects their reading comprehension positively. In addition, the results showed that EFL teachers at Mohamed El Bachir El Ibrahimi University of Bordj Bou Arreridj generally teach and use metacognitive reading strategies in their classrooms. This research was an attempt to raise teachers and students awareness about the important use of these strategies as well as highlight their effectiveness in overcoming reading comprehension difficulties.