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Reading comprehension skill is crucial for success beyond academic endeavor. However, even academic success can never be possible when a student does not understand the importance of developing good reading comprehension. Using one-group pretest–posttest research design, the study explored the effect of making connections as a metacognitive teaching strategy to enhance the students' reading comprehension. Purposively selected college students were given assessments and intervention. Based on the data gathered from the pretest and posttest, findings revealed that application of metacognitive teaching strategy, making connections has a positive effect on enhancing the students' level of reading comprehension as indicated by an increase from average to very high level. The six levels of reading comprehension which were the literal, inferential, appreciative, critique, and evaluative also showed improvement. Results of the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that students were unconsciously using Global reading, Problem-solving, and Support reading strategies. Focus group discussion revealed factors that affect the reading comprehension such as interest, teaching styles, and language. The study suggested the important role that educators play in maximizing the benefits of making connections and making use of any other metacognitive strategy towards developing higher level of comprehension leading to academic success.

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Making Connections: A Metacognitive Teaching Strategy in Enhancing

Students' Reading Comprehension

© Nobles,& Ortega-DelaCruz, 2020 JEE All rights reserved

Suggestion for the Citation and Bibliography

Citation in text:

Nobles,and Ortega-Dela Cruz(2020) or (Nobles,& Ortega-Dela Cruz, 2020)

Bibliography:

Nobles, L.M.A.G. & Ortega-DelaCruz, R.A. 2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

Louise Mariz Antoinette G. Nobles-Montanez

University of Perpetual Help System

Sto. Niño, Biñan, Laguna, Philippines

4024lgnobles@up.edu.ph

Ruth A. Ortega-Dela Cruz

Institute for Governance and Rural

Development, College of Public Affairs and

Development, University of the Philippines Los

Baños, Domingo M. Lantican Ave. College,

Laguna, Philippines 4031

raortegadelacruz@up.edu.ph /

rutheeortega@gmail.com

o-ISSN: 2502-6909

p-ISSN: 2502-9207

Vol. 5, No. 1, June 2020

URL: http://dx.doi.org/10.31327/jee.v5i1.1209

Abstract

Reading comprehension skill is crucial for successbeyondacademic endeavor. However,

evenacademic success can never be possible when a student does not understand the

importance of developing good reading comprehension.Using one-group pretest–

posttest research design, the study explored the effect of making connections as a

metacognitive teaching strategy to enhance the students' reading comprehension.

Purposively selected college students were given assessments and intervention. Based

on the data gathered from the pretest and posttest, findings revealed that application of

metacognitive teaching strategy, making connections has a positive effect on enhancing

the students' level of reading comprehension as indicated by an increase from average

to very high level. The six levels of reading comprehension which were the literal,

inferential, appreciative, critique, and evaluative also showed improvement. Results of

the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that

students were unconsciously using Global reading, Problem-solving, and Support

reading strategies. Focus group discussion revealed factors that affect the reading

comprehension such as interest, teaching styles, and language. The study suggested the

important role that educators play in maximizing the benefits of making connections

and making use of any other metacognitive strategy towards developing higher level of

comprehension leading to academic success.

Keywords: college students, English language, education, making connections,

metacognitive teaching strategy, reading comprehension,

Creative Commons Attribution 4.0 International License

Received : 13 April 2020

Reviewed : 13 May 2020

Accepted : 3 June 2020

Url:http://usnsj.com/index.php/JEE

Email: info@usnsj.com

Making Connections: A Metacognitive Teaching Strategy in Enhancing

Students' Reading Comprehension

© Nobles,& Ortega-DelaCruz, 2020 JEE All rights reserved

Suggestion for the Citation and Bibliography

Citation in text:

Nobles,and Ortega-Dela Cruz(2020) or (Nobles,& Ortega-Dela Cruz, 2020)

Bibliography:

Nobles, L.M.A.G. & Ortega-DelaCruz, R.A. 2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

Louise Mariz Antoinette G. Nobles-Montanez

University of Perpetual Help System

Sto. Niño, Biñan, Laguna, Philippines

4024lgnobles@up.edu.ph

Ruth A. Ortega-Dela Cruz

Institute for Governance and Rural

Development, College of Public Affairs and

Development, University of the Philippines Los

Baños, Domingo M. Lantican Ave. College,

Laguna, Philippines 4031

raortegadelacruz@up.edu.ph /

rutheeortega@gmail.com

o-ISSN: 2502-6909

p-ISSN: 2502-9207

Vol. 5, No. 1, June 2020

URL: http://dx.doi.org/10.31327/jee.v5i1.1209

Abstract

Reading comprehension skill is crucial for successbeyondacademic endeavor. However,

evenacademic success can never be possible when a student does not understand the

importance of developing good reading comprehension.Using one-group pretest–

posttest research design, the study explored the effect of making connections as a

metacognitive teaching strategy to enhance the students' reading comprehension.

Purposively selected college students were given assessments and intervention. Based

on the data gathered from the pretest and posttest, findings revealed that application of

metacognitive teaching strategy, making connections has a positive effect on enhancing

the students' level of reading comprehension as indicated by an increase from average

to very high level. The six levels of reading comprehension which were the literal,

inferential, appreciative, critique, and evaluative also showed improvement. Results of

the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that

students were unconsciously using Global reading, Problem-solving, and Support

reading strategies. Focus group discussion revealed factors that affect the reading

comprehension such as interest, teaching styles, and language. The study suggested the

important role that educators play in maximizing the benefits of making connections

and making use of any other metacognitive strategy towards developing higher level of

comprehension leading to academic success.

Keywords: college students, English language, education, making connections,

metacognitive teaching strategy, reading comprehension,

Creative Commons Attribution 4.0 International License

Received : 13 April 2020

Reviewed : 13 May 2020

Accepted : 3 June 2020

Url:http://usnsj.com/index.php/JEE

Email: info@usnsj.com

Making Connections: A Metacognitive Teaching Strategy in Enhancing

Students' Reading Comprehension

© Nobles,& Ortega-DelaCruz, 2020 JEE All rights reserved

Suggestion for the Citation and Bibliography

Citation in text:

Nobles,and Ortega-Dela Cruz(2020) or (Nobles,& Ortega-Dela Cruz, 2020)

Bibliography:

Nobles, L.M.A.G. & Ortega-DelaCruz, R.A. 2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

Louise Mariz Antoinette G. Nobles-Montanez

University of Perpetual Help System

Sto. Niño, Biñan, Laguna, Philippines

4024lgnobles@up.edu.ph

Ruth A. Ortega-Dela Cruz

Institute for Governance and Rural

Development, College of Public Affairs and

Development, University of the Philippines Los

Baños, Domingo M. Lantican Ave. College,

Laguna, Philippines 4031

raortegadelacruz@up.edu.ph /

rutheeortega@gmail.com

o-ISSN: 2502-6909

p-ISSN: 2502-9207

Vol. 5, No. 1, June 2020

URL: http://dx.doi.org/10.31327/jee.v5i1.1209

Abstract

Reading comprehension skill is crucial for successbeyondacademic endeavor. However,

evenacademic success can never be possible when a student does not understand the

importance of developing good reading comprehension.Using one-group pretest–

posttest research design, the study explored the effect of making connections as a

metacognitive teaching strategy to enhance the students' reading comprehension.

Purposively selected college students were given assessments and intervention. Based

on the data gathered from the pretest and posttest, findings revealed that application of

metacognitive teaching strategy, making connections has a positive effect on enhancing

the students' level of reading comprehension as indicated by an increase from average

to very high level. The six levels of reading comprehension which were the literal,

inferential, appreciative, critique, and evaluative also showed improvement. Results of

the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that

students were unconsciously using Global reading, Problem-solving, and Support

reading strategies. Focus group discussion revealed factors that affect the reading

comprehension such as interest, teaching styles, and language. The study suggested the

important role that educators play in maximizing the benefits of making connections

and making use of any other metacognitive strategy towards developing higher level of

comprehension leading to academic success.

Keywords: college students, English language, education, making connections,

metacognitive teaching strategy, reading comprehension,

Creative Commons Attribution 4.0 International License

Received : 13 April 2020

Reviewed : 13 May 2020

Accepted : 3 June 2020

JEE/5.1; 49-60; June 2020 50

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

A. Introduction

Reading comprehension is a complex cognitive process. It is explored by educational

researchers with its multidimensional components, processes, and factors involved in different

settings with the aim of finding better ways of developing it among learners. Theoretically,

reading comprehension pertains to the correct understanding of the written or oral word or

message (Koda, 2007). It is being attained once the reader is able to summarize information

using his or her prior knowledge. In broader sense, it is the understanding, using, reflecting on

and engaging with written texts, in order to achieve one's goals, to develop one's knowledge and

potential, and to participate in society (OECD, 1999 in Kendeou, Van Den Broek, Helder, &

Karlsson, 2014).

Reading comprehension is one of the most essential skills that should be developed and

nurtured at home and in school because it is fundamental to a person's success in academic life

and beyond. It is a complex skill because it requires other skills such as vocabulary and

decoding skills (Mohseni Takaloo & Ahmadi, 2017). According to Al Noursi (2014 in Meniado,

2016), the ability to read for various purposes is a precursor to a successful learning in schools,

colleges, and universities. It is a survival skill in the 21st century may it be for students or

professionals. Businesses and industries expect today's 21st century students to have the

capability to analyze and evaluate information that may then be used to solve everyday

problems. Studies on college students have shown that students in increasing numbers may not

find high school preparation enough for success in college or in the job market (Jobs for the

Future, 2005).

Dagget and Hasselbring (2007) consider reading as 'the key enabler of learning for academic

proficiency'. Hence, not being able to develop effective reading can have adverse effects on

learning across the curriculum, motivation to read, attitudes toward life, and performances in

the workplace.

Students frequently enter college without understanding how necessary good reading

comprehension skills are for academic success. Those who grasp the information they read in

textbooks earn better grades and experience far less stress than those who struggle to fully

understand what they are reading. Studies on the college students' level of reading

comprehension revealed that most students belong to below average and frustration level

which means that they face high difficulties in understanding reading materials (Meniado, 2016;

Ismail & Tawalbeh, 2015; Pammu, Amir & Maasum, 2014; Pei, 2014; Zhang & Seepho, 2013;

Cabasan,2011).

The same problem had been observed by the researcher among the freshmen college

students who have taken literature courses in a private university in the Philippines. With the

use of a related material, the researcher evaluated the level of reading comprehension of the

students using the six levels such as Literal, Inferential, Appreciative, Critique, Evaluative, and

Essential. The researcher gathered data from 30 BS Criminology students who have their own

literature books where the evaluation was based. Based on the result, the students got high

percentage of correct answers in literal level. Therefore, a low level of reading comprehension

was diagnosed among freshmen college students who were the first batch of K-12 program

graduates in the Philippines. The students were observed to be dependent readers and have

difficulties in answering questions in different levels. The result of this baseline study appeared

alarming. As K-12 program completers, college students are expected to have acquired higher

level of reading comprehension.

Wineburg (2006) noted that the difficulty lies in reading comprehension, which affects

students' reading and writing abilities as well as their ability to perform well on college-level

research assignments. When college students read, they oftentimes choose ineffective or

inefficient strategies (Wood, Motz & Willoughby, 1998 in Gruenbaum, 2012). This mainly

because the students are less aware of reading strategies that they can use and other factors

that affect their reading comprehension (Pei, 2014; Nergis, 2013).

College students must be taught the skills to locate and analyze complicated information, to

solve problems they encounter while reading, and to connect ideas and concepts (Jobs for the

Future, 2005). Thiede, Griffin, Wiley, and Anderson (2010) found that students with poor

metacomprehension were unable to use corrective strategies to improve their comprehension.

Gruenbaum (2012) defined metacomprehension as the ability to monitor understanding of

51 JEE/5.1; 49-60; June 2020

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

information communicated or to recognize a lack of comprehension, and then to apply

corrective strategies to clarify comprehension. In this sense, interventions are necessary to

direct students on ways to enhance comprehension (Gruenbaum, 2012).

In enhancing the students' reading comprehension, a metacognitive teaching strategy,

making connections was used and tested in the study. Although there had been previous studies

conducted on the metacognitive strategies, but of course their focuses limit their findings on the

students' awareness and application of metacognitive strategies (Magogwe, 2013; Adedipe &

Ofodu, 2011; Mokhtari & Reichard, 2002), measuring their effects on reading performance

(Ramadhan, 2018; Tavakoli, 2014; Zhang & Seepho, 2013) but among female students only

(Ismail & Tawalbeh, 2015), and analysing the relationship between and among variables such as

metacognitive reading strategies, reading motivation, and reading comprehension performance

of the students (Meniado, 2016; Pammu, Amir& Maasum, 2014; Pei, 2014).Other study aimed at

developing students' metacognitive knowledge and skills (Hartman, 2001). But given the nature

and characteristics of the student cohort nowadays, a more in-depth study is needed and the

students' reading strategies should also be taken into account.

This study generally aimed to assess the effectiveness of using a metacognitive teaching

strategy to enhance reading comprehension of college students. It specifically (i) determined

the students' level of reading comprehension before and after the implementation of the

metacognitive teaching strategy; (ii) identified the reading strategies employed by the students;

and (iii) discussed the factors that affect the students' reading comprehension through the use

of making connections as a metacognitive teaching strategy.

B. Literature Review

Making Connections as a Metacognitive Teaching Strategy

Making connections is a metacognitive teaching strategy that gives assistance to students'

comprehension to become successful and independent readers. This strategic reading allows

students to monitor their own thinking and make connections between texts and their own

experiences. Students who make connections while reading are better able to understand the

text as they are reading. It is important for students to draw on their prior knowledge or schema

and experiences to connect with the text (Correia & Bleicher, 2008). There are three types of

connections where students make personal connections with the text by using their schema

while reading. The three types of connections are text-to-self that refers to connections made

between the text and reader's personal experience. Second is text-to-text that refers to

connections made between a text being read and to a text that was previously read. The third is

text-to-world that refers to connections made between a text being read and something that

occurs in the world (Morrison & Wlodarczyk, 2009).

The questions used to assess students are focused on a strand of metacognitive strategies

using the schema theory. Schema theory explains how previous experiences, knowledge,

emotions, and understandings affect what and how people learn (Harvey & Goudvis, 2007).

Schema is the background knowledge and experience readers bring to the text. Good readers

draw on prior knowledge and experience to help them understand what they are reading and

are thus able to use that knowledge to make connections. Struggling readers often move directly

through a text without stopping to consider whether the text makes sense based on their own

background knowledge, or whether their knowledge can be used to help them understand

confusing or challenging materials. By teaching students how to connect to text, they can better

understand what they are reading (Harvey & Goudvis, 2007). Accessing prior knowledge and

experiences is a good starting point when teaching strategies. It is because every student has

experiences, knowledge, opinions, and emotions that they can draw upon.

Keene and Zimmerman (1997) concluded that students comprehend better when they make

different kinds of connections: Text-to-self connections are highly personal connections that a

reader makes between a piece of reading material and the reader's own experiences or life. An

example of a text-to-self connection might be, "This story reminds me of a vacation we took to

my grandfather's farm."

Sometimes when reading, readers are reminded of other things that they have read, other

books by the same author, stories from a similar genre, or perhaps on the same topic. These

types of connections are text-to-text connections. Readers gain insight during reading by

JEE/5.1; 49-60; June 2020 52

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

thinking about how the information they are reading connects to other familiar text. "This

character has the same problem that I read about in a story last year," would be an example of a

text-to-text connection (Keene & Zimmerman, 1997).

Text-to-world connections are the larger connections that a reader brings to a reading

situation. People have ideas about how the world works that goes far beyond their own

personal experiences. Each person learns about things through television, movies, magazines,

and newspapers. Often it is the text-to-world connections that teachers are trying to enhance

when they teach lessons in science, social studies, and literature. An example of a text-to-world

connection would be when a reader says, "I saw a program on television that talked about

things described in this article."

According to Draper (2010), good readers make connections as they read. They can relate

the book to their personal experiences (text-to-self), to information from other texts (text-to-

text), or from what they know about the world (text-to-world). Making connections is linking

what the students read, to what they already know. This strategy helps students comprehend

text, by activating their prior knowledge and making meaning of what they read. She suggested

questions that students may ask themselves as they read to help them make connections with

the text. The use of teacher modeling, the teacher think-aloud process, and student practice of

the reading comprehension strategies which included predicting, making connections,

visualizing, inferring, questioning, and summarizing had a positive impact on student

comprehension (Hartman, 2001; McKown & Barnett, 2007).

C. Methodology

1. Research Design

The study employed a one-group pretest–posttest research design. It is used to determine

the effect of a treatment or intervention on a given sample (Cranmer, 2017). The study used this

design for these two main reasons/features: first is it employed a single group of respondents

(i.e., a one-group design). This feature denotes that all student-respondents were part of a single

condition—meaning all of them have been exposed to a metacognitive teaching strategy and

level of reading comprehension assessments. The second feature is that a linear ordering that

requires the assessment of a dependent variable before and after a treatment was implemented

(i.e., a pretest–posttest design). Within this pretest–posttest research design, the effect of the

metacognitive teaching strategy was determined by calculating the difference in results

between the first and second assessment of the students' level of reading comprehension.

The study utilized a combination of quantitative and qualitative data, where qualitative

data came from the focus group discussion with the selected group of students.

2. Population and Sample

This study chose purposively selected college students on the basis of the following criteria:

(i) officially enrolled in a private university during the second semester of the academic year

2018-2019; (ii) first year college students, completers of senior high school; and (iii) course

takers of ENG 600 Purposive Communication, a core subject taken by first year college students.

Specifically, a total of 159 students from selected sections of first year college students under

the bachelor degree program in Hospitality Management (n=91), Aircraft Maintenance and

Technology (n=31) and Secondary Education (n=37) were given assessment and intervention.

They were 84 per cent of the total 190 student population.

3. Instruments

The instruments used in this study were metacognitive making connection learning plan,

reading materials (essays) with metacognitive comprehension questions, rubrics for reading

comprehension: making connections, and Metacognitive Awareness of Reading Strategies

Inventory (MARSI) Version 1.0.

A metacognitive learning plan was adapted for the study. The metacognitive teaching

strategy, making connections was applied to the core subject ENG 600 Purposive

Communication of the first-year college students. The reading materials used in this study were

taken from the Philippine Literature book. These materials contain questions with "making

connections" at the end of the reading to assess the level of reading comprehension.

53 JEE/5.1; 49-60; June 2020

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

The selected metacognitive learning plan and reading materials were checked by the

language coordinator of the university. These were validated by three language experts from

various universities in the Philippines.

Adapted pretest and posttest assessments and the focus group discussion guide questions

were used in the study. The researcher used a metacognitive strategy, making connections in

teaching ENG 600 to motivate and increase the students' interest towards reading. The

Metacognitive Awareness Reading Strategy Inventory (MARSI) was administered after the

pretest to identify the reading difficulties, strengths, and attitude of the students toward

reading.

MARSI Version 1.0 developed by Mokhtari and Reichard (2002) is divided into three

subscales: the Global Reading Strategies (GLOB Subscale), Problem-Solving Strategies (PROB

Subscale), and Support Reading Strategies (SUP Subscale). It contains 30 items. The global

factor reflects strategies related to the global analysis of text. The problem-solving factor

includes repair strategies that are used when text becomes difficult to read. The support factor

reflects practical strategies like taking notes and consulting a dictionary. Each subscales'

statement was rated using the five-point Likert scale with ratings from one (as "I never or

almost never do this") to five (as "I always or almost always do this"). The weighted means for

each item were computed the same as the overall weighted mean of the subscales. They were

interpreted as high, medium, and low.

Lastly, a posttest was conducted after using the strategy in identifying the effects of the

metacognitive teaching strategy, making connections on their comprehension level.

The focus group discussion was conducted to 25 student respondents to gather their

personal insights on the metacognitive teaching strategy being applied to them by their

professor, how it motivated them, and helped to improve their level of reading comprehension.

4. Technique of Data Analysis

The data gathered from the assessment tools were analyzed using descriptive analysis. This

was to describe and compare the difference of the students' reading comprehension level from

the scores in the pretest and posttest. The eight-item pretest has a total of 40 points, and the 10-

item posttest has 50 points. Each item was scored accordingly. The scores were allocated to

ranges with their corresponding interpretation. In the pretest' scores from 0 – 8 were

interpreted as 'very low'; scores from 9 – 16 were 'low' level; scores from 17 – 24 were on the

'average' level; scores from 25 – 32, were on the 'high' level'; and scores from 33 – 40, are on the

'very high' level. For the results of the posttest, scores from 0 – 10 were on the 'very low' level;

scores from 11 – 20 were on the 'low' level; scores from 21 – 30 were on the 'average level;

scores from 31 – 40 were on the 'very high' level; and scores from 41 - 50 were on the 'very

high' level.

Each item in the pretest and posttest is grouped according to its level of comprehension. For

the pretest, item numbers one and three are on the Literal level, item number six is Inferential

level, item numbers two and five are Appreciative level, item number seven is Critique level,

item number four is Evaluative level, and item number eight is Essential level. On the posttest,

item numbers one and nine are Literal level, item number three is inferential level, item

numbers two, four, and eight are Appreciative level, item numbers five and seven are Critique

level, item number six is Evaluative level, and item number 10 is Essential level.

Finally, the results from the focus group discussion were analyzed through thematic analysis.

From the data gathered, difficulties and other concerns regarding their attitude and behavior

toward reading were discussed. In addition, students also stated some factor affecting their

reading comprehension.

D. Findings and Discussion

1. Students' Level of Reading Comprehension

In the analysis of the reading comprehension levels, the items in each reading materials were

grouped according to the six levels of reading comprehension namely: the literal, inferential,

appreciative, critique, evaluative, and essential level. The summary of the results of pretest and

posttest for each level was presented on Table 1.

JEE/5.1; 49-60; June 2020 54

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

Based on the data gathered from the pre-test and posttest, there has been an increase on the

students' level of reading comprehension from average to very high level as showed in their

scores. The six levels of reading comprehension which were the literal, inferential, appreciative,

critique, and evaluative also increased. A gradual increase was observed in the essential level. In

particular, the percentage of the students who got very high level was higher than those who got

very low level of reading comprehension in the posttest. With these results, the students had

very low essential level before the application of the metacognitive teaching strategy and that

which increased to average essential level.

Table 1. Summary of student's level of comprehension in pretest and posttest

Per cent of students

in 40-Point Pretest

Per cent of students in

50-Point Posttest

2. Reading Strategies Employed by the College Students

This section presents the result of the Metacognitive Awareness Reading Strategies

Inventory (MARSI) which is divided into the following subscales:

2.1 Global Reading Strategies (GLOB Subscale)

The Global Reading Strategies with 13 items are global factors that reflect strategies related

to the global analysis of text. The GLOB subscale consists of thirteen statements (items 1, 3, 4, 7,

10, 14, 17, 19, 22, 23, 25, 26, and 29).

Results showed that most of the students rated GLOB between three and four with overall

high rating (X=3.57). The result (Table 2) indicated that students had a purpose in mind while

they were reading. They think about what they know that helped them understand the reading

material. They also tried to connect the text with their reading purpose while they were reading.

They mentioned that tables, figures, and pictures increased their understanding, and they paid

attention to bolded or italicized ideas.

However, the students' overall weighted mean was only a few points above the medium scale

which means the students have to develop more in terms of the global reading strategies. They

still need more time to practice attitude and behavior in GLOB to further help themselves in

developing their reading comprehension.

Majority of the items were rated by most of the students with scales from three and four that

resulted to 'high' weighted mean in the global reading strategies. Except for items 10, 19, and 22

that were rated with scale of three interpreted as 'medium'. Item number 10 got the lowest

rating with 3.26 that was interpreted as medium. This indicates that most students may not

have an interest in skimming texts. On the other hand, item number three with the highest mean

(X=3.83) shows that students think about what they know which lets them connect themselves

to what they read. This implies that there are global strategies in reading that the students need

to develop and practice among themselves. Positively, students showed high global reading

strategies which help them increase their level of reading comprehension even in self-reading.

This finding is supported by Magogwe, (2013) who found out that with the Global Reading

Strategies, students reported high use of reading with a purpose, using personal experiences

and background knowledge, and reading closely to decide what to take and what to ignore.

Table 2. Students' rating on global reading strategies

3. I think about what I know to help me

understand what I read.

25. I check my understanding when I come

across conflicting information.

1. I have a purpose in mind when I read.

55 JEE/5.1; 49-60; June 2020

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

29. I check to see if my guesses about the

text are right or wrong.

4. I preview the text to see what it's about

before reading it.

26. I try to guess what the material is about

when I read.

7. I think about whether the content of the

text fits my reading purpose.

17. I use tables, figures, and pictures in text

to increase my understanding.

14. I decide what to read closely and what

I'm reading.

23. I critically analyze and evaluate the

information presented in the text.

19. I use context clues to help me better

understand what I'm reading.

22. I use typographical aids like bold face

and italics to identify key information.

10. I skim the text first by noting

characteristics like length and organization.

Overall Weighted Mean Score

Range: 3.5 or higher = High; 2.5 – 3.4 = Medium; 2.4 or lower = Low

2.2 Problem-Solving Strategies (PROB Subscale)

The Problem-solving strategies with eight items including repair strategies are used when

text becomes difficult to read or to understand. This can be implored in solving problems while

reading. PROB subscale consists of eight statements (items 8, 11, 13, 16, 18, 21, 27, and 30).

Most of the students (Table 3) rated the PROB between scales three and four, and only item

number 11 got a high rating (X=3.91). This means that students go back and re-read the part of

a reading material when they lose their attention or concentration. Item number 18 had the

greatest number of students who gave a medium rating. This indicates that students do not stop

and think of what they are reading. This further implies that there is quite a problem with their

willingness to understand a statement and would just ignore it. The positive thing is, students

would pay closer attention when the text becomes dif icult as indicated in item 16 with high

rating (X=3.84). This means that students do not let themselves get lost in reading. In general,

students got an overall high rating (X= 3.76) in PROB, which was higher than the GLOB. This

indicates that students have intuitions in helping themselves to understand texts through

reading slowly and adjusting reading speed; re-reading; paying close attention especially when

the text becomes difficult. They occasionally stop, take a pause to think about the text, and

visualizing the information to increase retention.

According to Magogwe (2013) students reported high use of guessing the meaning of

unknown words and phrases, and from time to time thinking about what they were reading. The

students claimed to have no problems with solving reading difficulties. They indicated that

when the text is difficult, they re-read it, pay close attention to it, and slowly and carefully they

try to understand the text to regain concentration.

Table 3. Students' rating on problem-solving strategies

11. I try to get back on track when I

lose concentration.

8. I read slowly but carefully to be

sure I understand what I'm reading.

27. When text becomes difficult, I re-

read to increase my understanding.

16. When text becomes difficult, I

pay closer attention to what I'm

JEE/5.1; 49-60; June 2020 56

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

21. I try to picture or visualize

information to help remember what

I read.

30. I try to guess the meaning of

unknown words or phrases.

13. I adjust my reading speed

according to what I'm reading.

18. I stop from time to time and

think about what I'm reading.

Overall Weighted Mean Score

Range: 3.5 or higher = High; 2.5 – 3.4 = Medium; 2.4 or lower = Low

2.3 Support Reading Strategies (SUP Subscale)

The Support Reading Strategies are factors that reflect practical strategies like note-taking

and searching for meaning through a dictionary to help readers unlock unfamiliar and difficult

words. These also let readers to use other references to widen understanding on the text being

read. SUP subscale consists of nine statements (items 2, 5, 6, 9, 12, 15, 20, 24, and 28).

Most students were scattered from scales three to five (Table 4). Six out of the nine

statements were rated with 'high' which were items 5, 6, 12, 20, 24, and 28. Three items were

rated with 'medium'. Items number two and nine had the lowest and medium rating (X=3.38).

This indicates that the greatest number of students sometimes took notes while reading and

discussing what they read to check understanding. Meanwhile, item number 12 had a high

rating (X=3.76), which indicates that students always underline or circle information in the text

for remembering.

The overall rating for the support reading strategies was high (X= 3.55), though it has the

lowest rating as compared to the other strategies. This indicates that students still need to

develop their support reading strategies through taking notes, summarizing, discussing

connections to others, using references materials like dictionaries, and asking themselves

questions related to the reading material. The support reading strategies suggest that students

should practice helping themselves use other ways to support their understanding in reading to

be competent in individual reading.

According to Magogwe (2013) students use Support Reading Strategies to underline and

circle information, take notes and paraphrase or restate ideas in their own words. Given the

above, the students were qualified as proficient readers because proficient readers aid reading

through note taking, underlining and highlighting textual information (Mokhtari & Sheorey,

2002).

Table 4. Students' rating on support reading strategies

12. I underline or circle information in the

text to help me remember it.

24. I go back and forth in the text to find

relationships among ideas in it.

20. I paraphrase (restate ideas in my own

words) to better understand what I read.

6. I summarize what I read to reflect on

important information in the text.

5. When text becomes difficult, I read

aloud to help me understand what I read.

28. I ask myself questions I like to have

answered in the text.

15. I use reference materials such as

dictionaries to help me understand what I

read.

2. I take notes while reading to help me

57 JEE/5.1; 49-60; June 2020

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

9. I discuss what I read with others to

check my understanding.

Overall Weighted Mean Score

Range: 3.5 or higher = High; 2.5 – 3.4 = Medium; 2.4 or lower = Low

Based on the results of the MARSI, students showed that they were using global reading

strategies, problem-solving strategies, and support reading strategies but they were not fully

aware of it and not all of them use specific reading strategies (X=3.63). Though it was

interpreted as high, the numbers obviously showed that the mean was on the borderline which

has to be increased or at least be sustained.

The problem with students' poor reading and comprehension is not because of their

awareness and application of metacognitive strategies but because of their need to be trained

on how to apply these strategies for successful comprehension of academic materials.

Therefore, learners should be guided in using different metacognitive strategies in reading and

comprehension since students who demonstrate a wide range of metacognitive skills perform

better in examinations and complete work more efficiently (Adedipe & Ofodu, 2011).

The MARSI is a means to foster an environment that is conducive for reading and supporting

for instructional intervention. It is for designing a program that emphasizes reading for

students, and training for faculty and staff. As the researcher discovered the students' attitudes,

styles, and strategies in reading, the researcher concluded that this helped the students

demonstrate improvement in the comprehension of academic reading material; improvement in

academic vocabulary knowledge; and an increased level of awareness of reading and vocabulary

acquisition strategies. Truly, the awareness and use of reading strategies had a positive and

strong correlation with reading comprehension achievement (Tavakoli, 2014). Even the EFL

(English as a Foreign Language) students who employ more strategies and use them as

frequently as possible are likely to show higher success in reading comprehension (Meniado,

2016; Ismail & Tawalbeh, 2015; Pei, 2014; Zhang & Seepho, 2013).

3. Factors Affecting Students' Reading Comprehension

3.1 Interest

Most of the respondents made reference to their own interest as one of the major factors that

affect their reading comprehension. As stated by the students, their mood is a big factor when

reading which also affects their attention and focus towards reading materials. They

emphasized that their interest affects their mood. Hence they suggested that reading materials'

content or main topic must be suitable for them so they can relate. The reading materials must

be either their preferred content, useful and necessary, or related to their course. If not, they

will surely find it difficult to pay attention in reading. With their statements, the students

expressed the importance of having a clear purpose of reading. Given the fact that the reading

material is also a subject of their own interest, or it may be something they can talk about

because they have a background or experience. All these together with their motivation to read

contribute to their overall reading comprehension (Mohseni Takaloo & Ahmadi, 2017; Meniado,

2016; Ebrahimi & Javanbakht, 2015; Unsworth & McMillan, 2013). Indeed, the more

interesting the topic is, the more comprehensible the reading text will be. If the reading

material is inflicted without their interest, they find it difficult to absorb the content and main

purpose which make them need to gather background first, cite examples, and discuss main

ideas from anyone reliable. Also, they may feel tired to look for meanings, and search through

other references due to their lack of patience and time. Because of this, they found it useful

when the professor briefly discussed a short background of the given reading material unlike

when nothing was shared. They also found it easier to relate with the reading material when the

sample situations were familiar to them. Student A said, "we only read when needed, but if we

don't like the topic, we don't read the content that much". Students also tend to be occupied by

their personal lives and social media as they stated. So, they have to take some effort and time to

be aware of the current events. They also need to gather more information to share in class and

so they could relate to new ideas. Students may make tangential connections that can distract

them from the text. Throughout instruction, students need to be challenged to analyze how their

JEE/5.1; 49-60; June 2020 58

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

connections are contributing to their understanding of the text. Text connections should lead to

text comprehension (Harvey & Goudvis, 2007).

3.2 Teaching style

The second factor that the students shared was their professors' teaching styles. Being in

college requires them to read and study on their own, discover things on their own ways, and

input new ideas. However, according to the students, not all professors let them share their

ideas. Some do not motivate them to think. And some would just lecture and give activity or

seatwork afterwards. Some professors would not also allow them to interact with their

classmates to maximize the time for discussion. As specified by 15 students, "…some of our

professors just give seatwork or quiz right after the discussion".

Clearly based on the students' statements, teaching styles of the professors limit them which

make them get a little connection with the topics. If the students found it difficult to

comprehend through listening, then what more in reading without any guide. The students

expressed themselves wishing their professors to be more open and motivate them to give their

personal insights. Accordingly, they suggested that the professors should also cite current

events and other related situations so the students may know how to relate with, think and

share their own opinions as well. The use of teacher modeling, the teacher think-aloud

processes, and student practice of the reading comprehension strategies such as predicting,

making connections, visualizing, inferring, questioning, and summarizing had proven to have a

positive impact on student comprehension (Hartman, 2001; McKown & Barnett, 2007).

In fact, the students were not aware of the metacognitive teaching strategy during its

application, but they were able to compare the difference of the teaching style when the reading

material was given for the pretest and posttest. They said that they were able to answer easier

and faster the reading comprehension exercises when the professor asked them some questions

that encouraged them to share their personal thoughts. This led them to deeply relate and

understand the main point of the reading material given in the posttest.

3.3 Language

The students admitted that English language has been a medium of instruction in schools and

they were also required to answer using this language. However, they still could not have an

excellent command of the English language since they use Filipino language in communicating

most of the time. They only speak in English when the professor tells them so, or when it is

needed. The students said that they understand reading materials written in English, but some

unfamiliar terminologies hinder their deep understanding which unfortunately, make them

ignore the problem. Only eight of the students said that they search for the meanings. Some

admitted that they do not pay enough attention to the meaning of any term that they have to

learn. They also admitted that despite searching for the word meanings, they still do not learn

how to use the word in a sentence properly. Another dilemma was grammar structure which

makes them hesitant to answer since they become unsure of their idea. Student C said, "it is

difficult to speak in English, we don't also understand some words instantly".

The students' statements clearly showed that language is one of the biggest factors that affect

their comprehension. Students find it difficult to understand the text due to their vocabulary

limit. And whenever they understand, they still find the most appropriate words to use in

expressing their ideas.

The stated dilemmas of the students toward reading were then put at ease during the

metacognitive teaching strategy. They stated that it was very useful when the professors let

them look for the unfamiliar and difficult words for their meanings and showed several ways on

using them in sentences. They were also tasked to search for similar and opposite terms to

further learn the words. However, vocabulary activity takes too much time. To avoid this,

students must collaborate so they can get insights faster and easier from others. Enhancing

vocabulary can also enhance students' comprehension. It was shown that students' ability to

learn textbook vocabulary is improved when explicit vocabulary instruction is integrated with

content-area reading (Taboada Barber, Buehl, Kidd, Sturtevant, Richey Nuland, & Beck, 2015).

The application of the metacognitive teaching strategy among college students was found to

be helpful. However, college students are expected to be competent, comprehensive, and be

independent in reading. The risk in applying metacognitive teaching strategies in reading

59 JEE/5.1; 49-60; June 2020

Nobles, L.M.A.G. & Ortega-Dela Cruz, R.A.2020. Making Connections: A Metacognitive Teaching Strategy in

Enhancing Students' Reading Comprehension. Journal of English Education, 5(1), 49-60. DOI:

http://dx.doi.org/10.31327/jee.v5i1.1209

ensures not to spoon-feed the students. Instead, they must only be guided and be motivated to

think and express more on their own. This finding is supported by Hains and Smith (2012) who

promoted student empowerment to become self-directed and independent learners.

Unlocking vocabulary is a quite long part of a lesson but it is very essential. Teachers must

not bore students with long list of vocabularies but must provide different creative ways for

them to be familiar with the terms. Students must also be familiar with the use of dictionaries

and to practice them learning independently.

This strategy must be student-centered however, there is a risk that teachers might overlook

of the time. In this sense, teachers must achieve lesson objectives with metacognitive teaching

strategy without consuming too much time.

E. Conclusion

The study discusses the effectiveness of using making connections as a metacognitive

teaching strategy to enhance the level of reading comprehension from the average level to very

high in all of the six levels including the literal, inferential, appreciative, critique, evaluative, and

essential.

Although, college students are expected to be independent in reading, still they need

guidance and further instructions since today's generation is occupied by several factors that

affect their reading comprehension such as interest, teaching styles, and use of language.

The application of metacognitive teaching strategy, making connections, has a positive effect

on enhancing the students' level of reading comprehension. However, there were difficulties

encountered that should be avoided. Such difficulties are what the professors need to take into

account to maximize its effectiveness. The instructions of metacognitive teaching strategy

might consume too much time. Thus, professors must be cautious with the use of time, that is,

maximizing it without compromising the lesson objectives. The strategy might also mislead

teachers to spoon-feed students which should be avoided to promote independent reading and

learning to students.

Indeed, educators play an important role in realizing the essence of any teaching strategy.

With adequate support and proper guidance, students will be able to maximize the benefits of

making connections and make use of any other metacognitive strategy towards developing

higher level of comprehension leading to its ultimate goal of achieving academic success.

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ResearchGate has not been able to resolve any citations for this publication.

• Hossein Tavakoli

This paper reports a study that explored the overall pattern of metacognitive awareness of reading strategy use and its possible relationship with reading comprehension. Moreover, the study investigated the influence of gender and proficiency level on the use of these strategies. The Survey of Reading Strategies Questionnaire (SORS), the semi-structured interview technique, and a reading comprehension test were used to collect data from a randomly chosen sample. The data were analyzed through descriptive statistics to determine the frequency and type of strategies employed by the learners. Pearson coefficient correlation was also used to discover the relationship between reading strategy use and reading comprehension achievement. Moreover, one-way multivariate analysis of variance (MANOVA) was also employed to find out how the use of strategies varied according to gender. The results revealed that there was a strong positive correlation between reported metacognitive awareness of reading strategies and reading comprehension achievement. The results also showed that the students' knowledge of metacognitive reading strategies were significantly influenced by their levels of English proficiency. According to the findings, Iranian EFL students are moderately aware of reading strategies and the most frequently used strategies were the Support Reading Strategies (SUP), followed by Global Reading Strategies (GLOB), and then Problem-Solving Strategies (PROB). It was also revealed that no significant difference existed between male and female language learners in the use of reading strategies. The findings of this study may have implications for learners, teachers, and materials developers in the field of English language teaching and learning.

• Joel Mokuedi Magogwe

This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1) What are the self-reported reading proficiencies of the University of Botswana students? (2) Are the University of Botswana students aware of their metacognitive reading strategies? (3) What kind of metacognitive reading strategies are frequently used? (4) Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS) developed by Mokhtari and Sheorey (2002), and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL) students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

• Joel Meniado

Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading motivation, and reading comprehension performance. Prior to finding out relationships, the study tried to ascertain the level of awareness and use of metacognitive reading strategies of the respondents when they read English academic texts, their level of motivation and reading interests, and their overall reading performance. Using descriptive survey and descriptive correlational methods with 60 randomly selected Saudi college-level EFL students in an all-male government-owned industrial college in Saudi Arabia, the study found out that the respondents moderately use the different metacognitive reading strategies when reading academic texts. Of the three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used. It was also revealed that the respondents have high motivation to read. They particularly prefer to read humor/comic books. On the level of reading comprehension performance, the respondents performed below average. Using t-test, the study reveals that there is no correlation between metacognitive reading strategies and reading comprehension. There is also no correlation between reading interest/motivation and reading comprehension. However, there is positive correlation between reading strategies and reading motivation. The findings of this study interestingly contradict previous findings of most studies, thus invites more thorough investigation along the same line of inquiry.

As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were addressed in this study: (a) to examine whether there were significant differences between the experimental group and the control group on the employment of metacognitive reading strategies and reading comprehension post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and post-tests on the English Language reading test: (c) to find out whether there were any significant differences between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the English Language reading comprehension test given to the experimental group. Data from pre- and post-test measurements were used to investigate the impact the intervention had on EFL low achievers in reading. Statistical analyses of the data showed that there were statistically significant differences between the experimental group and the control group on the post-test reading comprehension test as well as the reading strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group. They also revealed that there were statistically significant differences between the pre-test and post-test results for the experimental group on the reading comprehension test and the reading strategies. This showed that the experimental group improved in reading skills after the students participated in the program, as seen on the post-test. In the light of these results, the study provided a number of procedural recommendations that may contribute to raising the importance of metacognitive reading strategies training for the students with low achievement in reading.

In this article, we describe an instrument, Survey of Reading Strategies (SORS), which is intended to measure adolescent and adult English as a Second Language (ESL) students' metacognitive awareness and perceived use of reading strategies (broadly defined here as mental plans, techniques, and actions taken while reading academic or school-related materials). We further suggest ways of using the instrument as a means of increasing learner awareness of reading strategies, which has been shown to help students improve reading comprehension skills.

Despite massive development of research on metacognitive reading strategies in different contexts and with various learner characteristics, still little has been reported about profiles of metacognitive reading strategies of less proficient learners. This paper addresses the profiles of metacognitive reading strategies of the less proficient EFL learners in Indonesia based on a case study research conducted at English Department, Hasanuddin University. Data were gathered from forty (40) less proficient learners using MARSI questionnaire (Metacognitive Awareness Reading Strategy Inventory) that has been used in both English as a second and foreign language contexts. The questionnaires were analyzed using descriptive and inferential statistics which showed the level of metacognitive awareness on the three sub-scales of the inventory. Findings showed that there is a high level of metacognitive awareness for the Problem Solving Strategy (M=3.62, SD=0.57) but only at medium level for both Global (M=3.16, SD=0.61) and Support Strategy (M=3.24, SD=0.71). The finding warrants emerging needs of the reading strategy instruction that concerns the global analysis of the text as well as the use of outside reference materials in order to generate their metacognitive awareness to improve their proficiency level.

• L. Zhang
• Sirinthorn Seepho

It is known that metacognitive strategies are important for successful second/foreign language readers. This paper investigated the metacognitive strategies of English major students in academic reading at Guizhou University in China. All of the participants were third-year English majors. The data were collected by means of a Metacognitive Strategy Questionnaire (MSQ), a semi-structured interview and a reading comprehension test. The results revealed the overall metacognitive strategy use in academic reading comprehension of Chinese EFL (English as a Foreign Language) students with both high and low proficiency. The in-depth analysis of their differences was also illustrated. The results indicated that there was a significant positive correlation between metacognitive strategy use and English reading achievement. This study bears crucial pedagogical implications in the teaching of reading for EFL learners. © Centre for Language Studies National University of Singapore.

• Elizabeth A. Gruenbaum

Many college students struggle with the literacy skills needed to be successful in higher education (Bettinger & Long, 2009; Snyder, Tan, & Hoffman, 2004). The difficulties emerge within students' capabilities in reading and writing. Students must be taught the skills needed to be successful to complete the tasks assigned in college classes and in their future jobs (Hammond, 2008; Jobs for the Future, 2005). Students must think critically, connect ideas, and complete research projects (O'Sullivan & Dallas, 2010). Poor metacomprehension while reading results in difficulties comprehending text or writing efficiently (Thiede, Griffin, Wiley, & Anderson, 2010; Wood, Motz, & Willoughby, 1998; Yang, 2010). Interventions are essential to enhance comprehension and improve writing skills.

• Lixia Pei

This article reports an experimental study of reading comprehension among lower-intermediate learners of English as a foreign language in China. A sample of 66 participants underwent a program of metacognitive strategy instruction in reading lasting 8 weeks. Measures were taken of their reading comprehension performance and their metacognitive awareness before and after the instruction. Results show that EG and CG do not reveal any significant differences before and after instruction both in reading comprehension test and their reported metacognitive strategies uses and reasons are given in the discussion part.

Source: https://www.researchgate.net/publication/345403639_Making_Connections_A_Metacognitive_Teaching_Strategy_in_Enhancing_Students'_Reading_Comprehension

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