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University students’ metacognitive awareness of reading strategies (MARS) in online reading and MARS’ role in their English reading comprehension

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  • Helta Anggia
  • Anita Habók

Abstract

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students’ differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS. MARS was assumed to influence English reading comprehension even though research that firmly supports this assumption seems rare. Therefore, we examined Indonesian university students’ MARS in online reading activities using data from 1412 university students in Indonesia. They were categorized into gender, reading media preferences, and EPL. The One-Way MANOVA results showed students’ differences in MARS based on their gender, (F = 20.456, p

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  • Helta Anggia & Anita Habók, 2024. "University students’ metacognitive awareness of reading strategies (MARS) in online reading and MARS’ role in their English reading comprehension," PLOS ONE, Public Library of Science, vol. 19(11), pages 1-15, November.
    • Handle: RePEc:plo:pone00:0313254
    DOI: 10.1371/journal.pone.0313254
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    References listed on IDEAS

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    1. Faisal khellab & Özcan Demirel & Behbood Mohammadzadeh, 2022. "Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students," SAGE Open, , vol. 12(4), pages 21582440221, November.
    2. Zhu, Tianming & Zhang, Jin-Ting & Cheng, Ming-Yen, 2022. "One-way MANOVA for functional data via Lawley–Hotelling trace test," Journal of Multivariate Analysis, Elsevier, vol. 192(C).
    3. Senad Bećirović & Amna Brdarević-Čeljo & Vildana Dubravac, 2018. "The Effect of Nationality, Gender, and GPA on the Use of Reading Strategies Among EFL University Students," SAGE Open, , vol. 8(4), pages 21582440188, October.
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