Universal Journal of Educational Research

Hind Brigui

Ibn Tofail University, Kenitra, Morocco

ABSTRACT

Reading comprehension in English as a Foreign Language (EFL) is seen as a cognitively challenging process, demanding EFL learners use strategic reading methods to comprehend complex texts. Prior research (Mokhtari & Sheory, 2002) has stressed the vital role of metacognitive awareness in improving reading outcomes. This study examines Moroccan high school EFL learners' metacognitive reading strategies awareness and measures its relationship with their reading comprehension performance. The participants included 53 second-year baccalaureate students from two public high schools in Morocco. Data was collected employing a research-adapted reading test (Moroccan national exams) and the Survey of Reading Strategies (SORS). The results showed that problem-solving strategies were the most frequently employed, followed by the global and support strategies. Still, Pearson correlation analysis revealed that global strategies had the most significant correlation with reading comprehension scores (r = .618, p < .001). As for the multiple regression analysis, it demonstrated that the strategy subcategories collectively predicted learners' reading comprehension achievements, reporting an approximate of 38.6% of variance (R² = .386, p < .001), yet only global strategies neared statistical significance as an independent predictor (β = .480, p = .077). These findings emphasize the essential role of strategic reading awareness, mainly of global strategies, in improving learners´ reading performance, and propose that inclusive approaches such as Universal Design for Learning (UDL) may be able to assist learners in accessing explicit strategy instruction and comprehension attainment.