Metacognition strategy in reading comprehension

Abstract

Along the years, educators have searched a variety of strategies in order to foster reading comprehension, especially in foreign languages as English. The present research enlightens to verify the influence of Metacognition Strategy in the reading skill development, identifying reading comprehension improvements. For this purpose, 22 college students from the first semester at Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros participated in planning, monitoring, and evaluating their reading comprehension while completing some tasks that were applied for a month through virtual classes. For this study, a pre-experimental modality was applied, which means all the participants performed a pre-test, treatment, and a post-test. Eventually, the findings revealed that there was not a significant difference between pre-test and post- test results that according to the Wilcoxon test corresponds to 0,9625 accepting the null hypothesis, which states that Metacognition did not influence on reading comprehension