Metacognitive awareness and reading strategy use of ESL students in Hong Kong

Abstract

This study explored the metacognitive awareness of reading strategies used among F.3 English as a Second Language (ESL) students enrolled in a band 1 secondary school in Hong Kong. Usage as well as strategic knowledge of reading strategies of high and low English proficiency students were compared quantitatively and qualitatively. In the quantitative portion of the study, 37 students responded to the Metacognitive Awareness of Reading Strategies Inventory (MARSI), which is designed to assess matacognitive awareness and perceived usage of reading strategies of adolescent and adult ESL readers when they read school-related materials. In the qualitative portion of the study, four participants (2 female and 2 male) from the high proficiency group and four participants (2 female and 2 male) from the low proficiency group participated in a semi-structured interview, which aimed to elicit their strategic knowledge in reading English.

Results revealed that Hong Kong ESL students on the whole used a wide range of reading strategies. High-proficiency ESL students were more able to verbalize the strategic knowledge and strategic resources available to them. They showed better understanding on planning for reading, monitoring their comprehension and tackling reading difficulties. In contrast, the low-proficiency group showed limited strategic knowledge on why and how to employ the reading strategies. Moreover, their utilization of reading strategies seemed to be confined to their limited lexical and vocabulary knowledge in ESL reading. Based on the findings, some practical implications for ESL reading-strategy instruction are drawn. Limitations of this study and recommendations for further research were discussed.