Keywords
Abstract
This study explores the efficacy of metacognition strategies in assisting English learners in overcoming the challenges posed by implicit comprehension during reading. While metacognition has been shown to facilitate reading, in the context of language and cultural influences that distort the understanding of English, the metacognitive monitoring components of interest – namely, real-time self-assessment and error detection – have yet to be thoroughly investigated. The study examines three types of monitoring: linguistic (vocabulary and grammar), textual (coherence), and conceptual (argument evaluation). The study’s findings suggest that excessive reliance on superficial cues can lead to misinterpretation of comprehension. Additionally, the study proposes practical classroom strategies, such as structural reflection prompts, to ensure effective monitoring. These strategies aim to maintain congruence between perception and actual understanding. The study’s findings suggest that metacognition can be a valuable tool in facilitating English teaching by considering the influence of teaching methods and cultural contexts on learning.
References
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